262.Иностранный язык (английский язык) сборник

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Министерство культуры Российской Федерации
ФГБОУ ВПО «Кемеровский государственный университет
культуры и искусств»
Социально-гуманитарный институт
Кафедра иностранных языков
ИНОСТРАННЫЙ ЯЗЫК
(английский язык)
Сборник интерактивных
профессионально ориентированных заданий
для студентов 1-го, 2-го курсов всех направлений
подготовки КемГУКИ
Кемерово 2014
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ББК 81.2Англ-923
И68
Утвержден на заседании кафедры иностранных языков
10 февраля 2014 года, протокол № 6.
Рекомендован к изданию учебно-методическим советом
социально-гуманитарного института 14 марта 2014 г., протокол № 7.
И68 Иностранный язык (английский язык) [Текст]: сб. интерактивных
профессионально ориентированных заданий для студентов 1-го, 2-го курсов всех направлений подготовки КемГУКИ / авт.-сост.: М. В. Межова,
С. А. Золотарева. – Кемерово: Кемеров. гос. ун-т культуры и искусств,
2014. – 211 с.
Авторы-составители:
кандидат культурологии, доцент
М. В. Межова
кандидат культурологии, доцент
С. А. Золотарева
ББК 81.2Англ-923
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ВВЕДЕНИЕ
В соответствии с новой образовательной парадигмой, в основе которой
лежит компетентностный подход, иноязычное обучение в системе высшего
образования приобретает большую значимость. Компетентностный подход
понимается как формирование умений и навыков направленных на применение на практике коммуникативных способностей человека, его культурных,
социальных, и информационных и профессиональных компетенций. Компетентностный подход осуществляется на основе таких методов, которые организуют обучение через желание, активизируют обучение учащихся, стимулируют их к познанию, мотивируют интерес к самостоятельному приобретению знаний.
Основной образовательной целью дисциплины «Иностранный язык»
в условиях вуза является формирование у обучающихся способности практического владения иностранным языком, позволяющей использовать его
в будущей профессиональной деятельности. Показателем уровня сформированности такой способности является профессионально ориентированная
вторичная языковая личность.
В соответствии с ФГОС третьего поколения, приоритетом сегодняшнего дня в преподавании иностранных языков является ориентация на
формирование общекультурной компетенции. В связи с этим для достижения
основной образовательной цели дисциплины «Иностранный язык» предъявляются серьезные требования к содержанию и формам организации учебного
процесса. Реализация учебной цели в соответствии с новыми ФГОС в условиях неязыкового вуза возможна только с учетом комплексности обозначенных компетенций, а при обучении иностранному языку это, в основном,
общекультурные компетенции (ОК):
 способность свободно пользоваться русским и иностранным языками
как средством делового общения;
 знание иностранного языка,
 владение одним из иностранных языков на уровне не ниже
разговорного,
 способность осуществлять коммуникации в профессиональной среде
и в обществе в целом, в том числе на иностранном языке.
Требования к сформированности общекультурных компетенций при
обучении иностранному языку представлены комплексом умений в различных видах речевой деятельности: говорение, письмо, чтение, понимание на
слух (аудирование). В результате освоения дисциплины обучающийся должен
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демонстрировать свои знания в цикле «знать, уметь, владеть», обозначенные
в рабочей учебной программе (или учебно-методическом комплексе
дисциплины) по всем направлениям подготовки вуза.
Качество полученных знаний иностранного языка проявляется в готовности обучающихся применять его не только в повседневном общении,
но и, в профессиональном общении, для формирования межкультурных
связей, представления своей страны на международных конференциях,
симпозиумах, международных научных и деловых профессиональных
мероприятиях, а также в ситуациях профессиональной коммуникации и
профессионального обмена опытом.
Компетентностный подход усиливает качество знаний иностранного
языка, подчеркивает роль опыта, умений реализовать свои знания на
практике.
В связи с таким усилением практико-ориентированного образования и
его предметно-профессионального аспекта, преподаватели кафедры иностранного языка применяют новые подходы, формы, методы и технологии
обучения иностранным языкам. Их разработка в значительной степени
активизирует интерактивную форму обучения как один из эффективных
методов, способствующих формированию умений и навыков разговорной
речи, а также освоению лексического и грамматического материала.
Интерактивная деятельность занимает особое место в освоении курсов
по иностранному языку в КемГУКИ. Интерактивная деятельность предполагает организацию и развитие диалогового общения. В ходе диалогового
обучения обучающиеся учатся решать сложные проблемы на основе анализа
обстоятельств и соответствующей информации, взвешивать альтернативные
мнения, принимать продуманные решения, участвовать в дискуссиях,
общаться с представителями профессионального сообщества других культур.
Учебный процесс, опирающийся на использование интерактивных методов
обучения, организуется так, чтобы включить в процесс познания всех
обучающихся группы. Совместная деятельность означает, что каждый вносит
свой особый, индивидуальный вклад, в ходе работы идет обмен знаниями,
идеями, способами деятельности. Для этого на практических занятиях
организуется индивидуальная, парная и групповая работа, применяются
исследовательские проекты, ролевые и деловые игры, идет работа с документами и различными источниками информации, используются творческие
и проектные работы.
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Целью сборника интерактивных заданий по английскому языку
является оказание практической помощи в развитии речевых навыков
в контексте иноязычной коммуникации. Сборник состоит из Введения,
Методических рекомендаций для преподавателей по использованию
интерактивных заданий, Warm-up activities, Group Activities, Educational
Language Games (crosswords, wordsearch, role-play games), Contests and
Quizzes, Answers, списка литературы, перечня сайтов с элементами
интерактивных заданий, предназначенных для самостоятельного изучения
английского языка.
Сборник включает следующие обучающие интерактивные задания:
коммуникативные ситуации (диалоги), индивидуальные ситуативные задания
для малых групп, деловые и ролевые игры (как в малых группах, так и
коллективные), задания на основе сase-study (анализ конкретных ситуаций,
ситуационный анализ), коммуникативные задания на основе метода taskbased learning, кластерные задания-игры (cluster) (объединенные темы для
более детального рассмотрения, с использованием определенной лексики),
warm-up activities (задания, направленные на активизацию взаимодействия в
группе).
В сборник также вошли задания блока Language Games (Языковые
игры), которые включают: языковые кроссворды (для работы в малых
группах), wordsearch games (поиск слов в определенном тематическом поле
лексики), contests and quizzes (аутентичные задания для викторины и
конкурсов).
Все материалы сборника являются аутентичными и разработаны с учетом требований к уровню владения иностранным языком для студентов
первого и второго курсов по всем направлениям подготовки студентов
КемГУКИ.
Все задания снабжены ключами, что делает возможным использование
сборника для самоконтроля и самостоятельного изучения английского языка.
Последний раздел сборника включает перечень интернет-ресурсов,
содержащих интерактивные задания (в том числе тесты), как для самостоятельного, так и для группового изучения английского языка.
Enjoy your English Classes and make your English Classes fun!
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МЕТОДИЧЕСКИЕ РЕКОМЕНДАЦИИ ДЛЯ ПРЕПОДАВАТЕЛЕЙ
ПО ИСПОЛЬЗОВАНИЮ ИНТЕРАКТИВНЫХ ЗАДАНИЙ
Данный сборник состоит из четырех разделов, в которых представлены
различные виды интерактивных заданий нескольких уровней сложности –
от Elementary до Upper-Intermediate.
Сборник предназначен как для самостоятельного изучения студентами
английского языка, так и для использования преподавателем во время
практических занятий в качестве дополнения к основному курсу. Задания
данного сборника направлены на формирование навыков во всех видах
речевой деятельности и отражают различные типы коммуникативных
ситуаций, и бытовых, и профессиональных. Большинство заданий обладают
достаточной гибкостью подхода, позволяющей встраивать их в различные
этапы занятия и применять в группах с различным уровнем языковой
подготовки.
Каждое задание (в некоторых случаях вид заданий) состоит из его
описания, включающего формулировку цели, указания времени, которое
необходимо для выполнения задания, и описания пошаговой стратегии и
особенностей его выполнения, а также, в большинстве случаев, непосредственно самого задания. Некоторые задания требуют предварительной
подготовки, о чем можно прочитать в инструкции к нему. Каждое задание
сопровождается практическим материалом (рабочими листами), которые
предназначены для аудиторной работы студентов. Таким образом, даже
человек, не обладающий опытом педагогической деятельности, сможет легко
их использовать и, кроме того, опытные преподаватели также сэкономят
время на подготовку к занятиям.
Интерактивные задания служат важным средством активизации процесса изучения иностранного языка в условиях отсутствия языковой среды,
однако не рекомендуется вводить более одного задания в течение одного
практического занятия, так как это усложняет восприятие студентами
изучаемой темы.
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WARM-UP ACTIVITIES
A FROZEN PICTURE
Aim: to practice Present Continuous Tense.
Timing: 20–25 minutes.
Procedure:
- Choose 2 or more people who will be the guessing persons.
- Explain the other students they are going to imitate anyone or anybody they
see in the picture.
- When the guessing persons are back in class, they must try to identify the
person or the object and say what they are doing.
- If they are right, the players go back to their seats.
- The game is over when the last person is identified.
Note: the activity can be done to practice Past Continuous as well.
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YOU IN PICTURES
Aim: to practice basic question forms in the main tenses and with modals.
Timing: 45 minutes.
Procedure:
- Ask the students to think about their own character and to choose the five images
that best represent this. Then, tick or circle them.
- Ask the students to complete the sentences at the bottom of the worksheet.
- In pairs or small groups, the students explain their choices to each other.
Note: this activity can be done with the whole class.
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Look at the pictures. Choose the five that best represent you. Talk about
yourself using the following structures:
The pictures that best represent me are
... the ______________________ because _____________________
... the ______________________ because _____________________
... the _______________________ because _____________________
... the _______________________ because _____________________
... the _______________________ because _____________________
The pictures that best represent the class are _____________________
because __________________.
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WHAT IS MY JOB?
Aims: to practice adverbs of frequency and job-related questions.
Timing: 20–25 minutes.
Procedure:
- Make one copy of the worksheet for every student. Write names of 'jobs' on
separate post-it notes. You will need one job and post-it note per student.
- Explain to the students they are going to be given a job but they will not
know what it is. Their task will be to find it out. Possible examples of jobs:
accountant, bouncer, butcher, clown, dentist, farmer, fashion designer,
fireman, gardener, hairdresser, mechanic, musician, nurse, photographer,
pilot, plumber, pop star, postman, priest, scientist, soldier, taxi driver,
translator, waiter, weather forecaster, window cleaner, writer.
- Give each student a copy of the worksheet. Ask the students to read the
instructions and questions.
- Tell the students to add three extra questions of their own at the bottom. Help
with vocabulary problems.
- Ask the students to come to your desk to get their jobs stuck on their backs.
- Refer students to the instructions at the top of their sheet. Tell them to mingle
freely, asking each person a couple of questions and noting down the
answers.
- Circulate and encourage the use of frequency adverbs in the answers.
- After 10 minutes of questioning (or when the first student has correctly
guessed their job), stop the activity and ask students to write down what they
think their job is.
- Check answers and give feedback.
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Ask questions to find out about your
job and write down the answers.
Answer questions about other
people's jobs, using the key on the
right for your answers. Change
partners after every couple of
questions.
Possible answers:
Yes/no
Yes, all the time
Usually
Very often
Quite often
Not very often
Rarely
Hardly ever
No, never
Sometimes
Questions
1 Do I wear special clothes for my job?
2 Do I often work outdoors?
3 Do I work with the public?
4 Do I often work at weekends?
5 Do I have to travel to do my job?
6 Do I earn much?
7 Is my work glamorous or highly prestigious?
8 Do I work mainly with my hands?
9 Is my job sometimes dangerous?
10 Do I often receive tips?
11 Is my job creative?
12 Do I work with animals?
13 Do I work in a laboratory?
14 Do I usually work in a building? Is it an office?
15 Do I need to be fit for my job?
16 Do I need a university degree for my job?
17 Do I need to be good with numbers?
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SOLVE THE MYSTERY
Aim: Practice of Yes/No questions and Past Perfect.
Timing: 15 minutes.
Procedure:
- Read out the first puzzle on the worksheet, or give it out to the students to read.
- Tell students they must ask good grammatical Yes/No questions to discover the
explanation behind the strange discovery.
- Answer questions, addressing language problems as they arise. This can best be
done by writing the incorrect questions asked on the board and analysing them as a
class. Establish that questions concerning the time before the discovery of the man
will usually need past perfect.
- When students have solved the first mystery, they can continue with the other
puzzles on the page. Again, you can give clues to help students solve the puzzles.
Note: in weaker classes, you can give students some clues and time to prepare
questions, possibly in pairs or small groups.
Puzzle 1.
In June 1998, a man was discovered in a forest in Australia. The trees in the forest
had no leaves. The man was wearing a mask. An ambulance took him to hospital.
Puzzle 2.
A man walked into a bar and asked the barman for a glass of water. The barman
pulled out a gun and pointed it at the man. The man said 'Thank you' and walked
out.
Puzzle 3.
Two boxers were in a boxing match. The fight was scheduled for 12 rounds but
ended after 6 rounds, after one boxer knocked out the other boxer. Yet no man
threw a punch. How was this possible?
Puzzle 4.
A great king told his two sons to race their horses to a distant city. The son with the
slower horse would inherit the king's fortune. The brothers didn't know what to do.
They asked a wise man for advice. After hearing the advice they jumped on the
horses and raced as fast as they could to the city. What did the wise man say?
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HI! HOW ARE YOU?
Aim: To practice using the Present Perfect for news events.
Timing: 20–40 minutes
Procedure:
- Invite a student to ask you 'How are you?' Mime 'Not too good', to show that it's
bad news, then mime crashing your car to elicit the 'I've crashed my car' sentence.
After the demonstration explain the rules:
• The game starts off with one of the team asking, 'How are you?'
• The person with the card from the opposite team must be silent and explain the
sentence with gestures.
• If the team says the complete sentence, they get the card.
- Put the students in groups of four or five and give each group a set of cards face
down. Students take it in turns to take a card from the top of the pack, to mime and
elicit the news.
- After all the cards have been completed check who has won (the team with most
cards wins).
Note: it is recommended to set a time limit for every card’s discussion.
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I've
crashed
my
car.
I've just had a great
holiday.
My cat has had kittens.
I've passed my exams.
I've just bought a new
computer.
My car's been stolen.
I've just got a new job.
I've passed my driving
test.
My goldfish has died.
I've been ill recently.
I haven't done
English homework.
my
I've split up with my
fiance(e).
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I've won the lottery.
I've lost my keys.
My brother's been arrested for
drink driving.
I've just met my new boss.
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AMAZING FACTS
Aim: to teach the students to search for and report interesting information to
the class.
Timing: 10 minutes.
Procedure:
- Tell students to find some interesting facts to report in class.
- After everybody reports their information, ask the students to vote for the most
unusual and exciting material.
- The person who is the winner gets an excellent mark.
Examples of interesting facts:
1. You are born with 300 bones but as an adult you have 206.
2. Right-handed people live on average 9 years longer than left-handed people.
3. A car travelling at 80 km/h uses half its fuel to overcome wind resistance.
4. Americans on average eat 18 acres of pizza a year.
5. The Apollo 11 only had 20 seconds of fuel left when it landed.
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SUCCESSFUL RELATIONSHIPS
Aim: to play a guessing game in order to practice talking about the relationships.
Timing: 15–30 minutes.
Procedure:
- Provide each student with the a card describing a perfect partner.
- Write on board: My partner…
- Tell the students they are going to mime what is written in their cards.
- Ask the students to show their cards in front of the class and guess its content.
- After this stage is done ask the students to rank the following factors from 1 to 16.
Try to discuss as much as you can in English.
- As a follow-up activity ask the students to complete the Love and Relationships
Cloze Worksheets in pairs or small groups.
- Check the answers.
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SUCCESSFUL RELATIONSHIPS WORKSHEET 1
is attractive
has a lot in common with me
has lots of money/wealth
has a high level of education
is interesting/creative
is patient
has good communication skills
has a sense of humor
has a good family background
has the same racial/ethnic background
is open with his/her feelings
has a good sense of fashion
is outgoing/sociable
has a positive outlook in life
is open-minded
is easygoing
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LOVE AND RELATIONSHIPS CLOZE WORKSHEET 2
Fill in the blanks with the words in the boxes.
Beginning Relationships
crush
ask
sight
courage
blind
If you have a ________________________ on someone, then you have to work up
the _____________________ to ___________________ them out. You might also
ask a friend to arrange a ________________________ date. If you are lucky, it will
be love at first ________________________.
Dating
romantic
falls
on
along
know
seeing
When couples go ______________________________ a date, they usually go to a
__________________________________ restaurant or café where they can get to
_________________________ each other better. When you start dating somebody
regularly, we say that you are '___________________________' somebody. If you
get____________________________ really well then you might become a couple.
Sometimes, one person ____________________ in love, which means they start to
have strong feelings for the other person.
Love and Marriage
wedding
proposes
engaged
vows
ring
asks
When couples go out for a long time, they may decide to get __________________
. One partner, usually the man, ____________________. When he proposes, he
usually gives the woman a _____________________ and __________________
her to marry him. They invite their friends and family to the __________________
where they say their wedding ___________________.
Ending Relationships
apart
divorced
break
argue
heartbroken
over
Sometimes couples start to ______________________ over
everything. Other couples just grow __________________.
And so, sometimes, couples ____________________ up.
If they are married, they get ___________________. However,
when couples split apart, often one person is____________. In
that case, the person will need some time to get
___________________the relationship.
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GROUP ACTIVITIES
WORLD SEARCH
Aims: to practice countries’ names and defining relative clauses.
Timing: 30 minutes.
Procedure:
- Write on the board: Х is famous for wine, food and romance. There is a famous
tower in the capital city. Ask students to guess the country (France).
- Tell the students they are going to write some similar hints as clues for a
crossword.
- Divide the class into Team A and Team B. Explain that you are going to give each
group the same crossword but that Team A will have the “across” words already
written in and Team В will have the “down” words already written in. Their task is
to write the clues for the words written on their crosswords.
- Give a copy of crossword A to each student in Team A and a copy of crossword
B to each student in Team B. Ask the students to work together with people in their
group to write a clue for each county.
- To help your students prepare the clues, monitor carefully and encourage them to
think particularly about: a) geographical location, b) what the country produces,
c) what it's famous for and d) what its capital city is called. All of these could make
useful clues.
- When they have finished writing their clues, students should work with a partner
from the other group. They must not show each other their crossword.
- Ask them to sit facing each other and take it in turns to ask their partner for clues
to the missing names on their crossword.
- When they have asked and answered all the questions and completed their
crosswords, they can look at each other's paper to check.
Note: this activity can be done as a group competition.
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SUSIE'S PARTY
Aim: to practice using Past Simple and Present Perfect and talking about jobs.
Timing: 60 minutes.
Procedure:
- Ask the students if they have been to a birthday party.
- Ask what people talk about when they meet for the first time (personal details, the
music, the food, the host/hostess etc.).
- Explain that they are going to pretend to be at Susie's birthday party. Susie is a
model. They all know Susie, but don't all know each other.
- Give one card to each student. Explain that they have to be the person on the card
and that they must ask questions to find out information about the other people at
the party.
- Elicit the questions (see Answers).
- Elicit what people say when they want to end a conversation, e.g.: I must get
another drink, or Oh, there's X. Would you excuse me?
- The students do the role-play. They are not allowed to write anything down or
show each other their cards. Walk around and listen and correct if necessary.
- Stop the students and let them sit down. Tell them they must try and remember
the details they have found out.
- Ask the students to write down what they know about Susie – her age, her job, her
lifestyle, etc. Let them compare notes in pairs/groups and discuss.
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Name: Tom Morris.
Occupation: Computer programmer. How
long you have known Susie: 2 years.
How you first met: you met her at a disco
and asked her out. You have been her
boyfriend ever since.
Name: Sam Peters.
Occupation: Hairdresser. How long you have
known Susie: 6 months.
How you first met: She had an appointment
in your salon. She's had her hair done there
ever since.
Name: Fatima Omit.
Occupation: Housewife.
How long you have known Susie: 20 years.
How you first met: At school. You were in
different classes, but you met at playtime and
after school.
Name: Michel/Michelle Lebrun.
Occupation: Photographer.
How long you have known Susie: 8 years.
How you first met: On a photo shoot. You
started chatting and have been good friends
ever since.
Name: Jo Joe Chambers.
Occupation: Sales manager.
How long you have known Susie: 3 years.
How you first met: Susie was promoting one
of your products at a show.
Name: Chris Glen.
Occupation: Teacher.
How long you have known Susie: 8 years.
How you first met: At college. Susie was on
the same course but left to become a model.
Name: Faizal Omid.
Occupation: Truck driver.
How long you have known Susie: 6 years.
How you first met: Your wife introduced
you. She and Susie were best friends at
school.
Name: Gabriel Gabriella Martini.
Occupation: Personal assistant.
How long you have known Susie:
6 months. How you first met: You came to
live next door. Susie invited you in for a
cup of tea.
Name: Daniel Daniela Williams.
Occupation: Computer programmer.
How long you have known Susie: One day.
How you first met: Here at the party. You
came with your friend, Tom Morris.
Name: Frances/Francis Matthews.
Occupation: Musician.
How long you have known Susie: 5 years.
How you first met: You were a friend of
Susie's brother.
Name: Charlie Smith.
Occupation: Interior designer.
How long you have known Susie: 1 уear.
How you first met: She used your company
to decorate her house.
Name: Nick /Nicky McAllister.
Occupation: Nurse.
How long you have known Susie:
4 months.
How you first met: Susie broke her finger
while she was modelling some sports
equipment. You helped to look after her.
Name: Sarah Jacobson.
Name: Sandy Beach.
Occupation: Model.
Occupation: Chef.
How long you have known Susie: 6 months. How long you have known Susie: 3 years.
How you first met: On the same modeling
How you first met: Susie came to eat at
job.
your restaurant and loved the food! You've
done her catering ever since.
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HALF A CONVERSATION
Aim: to practice Preset Perfect for time up to now and Past Simple for finished
time.
Timing: 30 minutes.
Procedure:
- Make one copy of the worksheet for every four students and cut in half where
indicated.
- Divide the class into two groups, A and B. Hand out worksheet A to each student
in Group A and worksheet В to each student in Group B.
- Tell students that they are going to read one half of a telephone conversation and
they must try to reconstruct the other half. Students could work individually or in
pairs within their groups.
- Tell them to look at Andy's first sentence and imagine what Bob's reply is. They
should write Bob's reply in the 'blank conversation' section of the worksheet.
- Students continue, writing Bob's replies to Andy's remarks. Circulate, checking
students are completing Bob's half of the conversation naturally and accurately onto
the worksheet. Note down any serious or interesting mistakes for later correction.
- When students have finished, ask them to tear off the 'blank conversation' section
of their worksheet and exchange it with a student from the other group. The
students from Group A will now be looking at Group B's 'blank conversation'
sections and vice versa.
- Tell students to read Bob's replies in their new 'blank conversation' sections and
imagine what Andy's remarks are. They should then write Andy's remarks on the
lines provided in their new 'blank conversation' sections.
- When all students have finished writing Andy's remarks, ask them to get into pairs
with one student from Group A and one student from Group В in each pair. In their
pairs, students then check each other's conversations for mistakes and practise
reading them aloud.
- When all pairs have practised the conversations, ask several pairs to perform their
conversation for the class.
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THE ROOT OF ALL EVIL
Aim: To practise pronunciation, especially stress and intonation. To reinforce going
to and the use of the present continuous for the future.
Timing: up to 60 minutes.
Procedure:
- Make copies of the worksheet for all the students. Make one “wad of bank notes”
for each group of four students. Cut up paper to represent about ten bank notes.
Roll them together to make a wad.
- Write the title 1 of the play on the board. Tell the students the saving, Money is
the root of all evil. Ask them what they think it means (money often brings out the
worst in people).
- Give one сору of the worksheet to each student. Let the students read it. Ask if
they think events in the play illustrate the title.
- Divide the students into groups of four. If the class does not divide equally,
students in smaller groups can double up. Alternatively, one student can be the
director instead of an actor.
- Ask the students to take parts and read the play out loud. Explain that the sex of
the characters is not important, and he's can be changed to she's if appropriate.
- Walk round, helping especially with stress and intonation.
- If necessary, call the students' attention to the more difficult sentences such as
“I know, why don't we share it?” and “To see if anyone's come back to look for it.”
and drill.
- Ask the students to perform the play with actions and props (the 'banknotes').
They may need another rehearsal before the final performance.
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A - What's the matter?
B - Look what I've found!
A - Money! How much is there?
B - Looks like more than 400 quid! Hang on while I count it. (counts) £480!
A - Where did you find it?
B - Just outside in the street (moves towards the door).
A - Where are you going?
B - To the police station, I'm going to hand it in.
A - (snatches the money) Wait, you can't do that! You should keep it!
B - But it's not mine ... someone may be looking for it right now, (tries to take
the money back). Here, give it back. I found it! (they tussle over the money)
C - (enters) What's going on? (A and В stop. A still has the money.) Where did
you get that?
A - (pointing at B) Не/She found it! Just outside!
C - What are you going to do with it?
A and B (together) - Keep it. Spend it.
Take it to the police station.
C - I know, why don't we share it? Let's go out for a meal.
A - Yes, let's buy some new clothes and go to a smart restaurant.
B - We can't do that! It isn't ours! Give it back (snatches back the money).
I'm takingit to the police station!
(A and С rush to stop him. D comes in.)
D - What's going on? (A, B and С stop fighting) Where did you get that?
A - (pointing at B) Не/She found it! Just outside!
D - What are you going to do with it?
A, B and C (together) - Take it to the police station.
- Keep it. Spend it!
- Go out for an expensive meal! Buy new clothes.
D - Hey, you can't keep it. It isn't yours. Let me have it for a minute (takes the
money and moves towards the door).
A, B and C (together) - Where are you going?
D - To see if anyone's come back to look for it.
(D walks out. А, В and С wait. Half a minute goes by. D doesn't return. They get
uneasy).
A - I'm going to see what he's doing (goes out, pause, returns, upset). He's gone!
D's gone! He's nowhere to be seen! He's taken the money! He's taken the
money!
B and C (together) - No!
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MANIFESTO
Aim: to practice language expressing opinions.
Timing: 60 minutes.
Procedure:
- Make one copy of the worksheet for every group of three to five students.
- Elicit the various causes onto the board: against globalisation; against cruelty to
annuals; against nuclear weapons; against student fees; against destruction of the
environment.
Encourage the students to come up with new ones also.
- Explain that the students are going to form their own pressure groups connected
with the causes on the board or with other causes that they can think of.
- Divide the students into groups of three to five students.
- Instruct the students to decide which cause they represent. Tell them to think of a
suitable name for their group and to appoint a leader. Explain that the leader will
present the group's ideas to the class at the end and that a vote will be taken on the
best manifesto.
- Either draw a skeleton of the manifesto leaflet on the board or photocopy it onto
an OHP. Do an example with the class and elicit possibilities to fill the gaps.
- Give out one worksheet per group and appoint a secretary who will write down
the group's ideas.
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THE ____________________________________
________________________ GROUP
G
Party leeader:
_ ________________________________________
__________________________
______ _
FOR
We belieeve in_____________________________
__________________________
______ _
We feel very stronngly aboutt _______________
__________________________
_______
_________________________________________
__________________________
_ because
_ ________________________________________
__________________________
______ _
We suppport ______________________________
__________________________
_______
because _________________________________
__________________________
_______
AGAIN
NST
We are anti-_
a
_____________________________
__________________________
______ _
We are strongly
s
a
against_
___________________
__________________________
______ _
because _________________________________
__________________________
_______
We are not
n in favoour of ____________________
__________________________
_______
ROPOSA
ALS
OUR PR
We wannt to ban _________
_
_________________
__________________________
_______
We hopee to encouurage moree _______________
__________________________
_______
We will try to stopp people _________
_
________
__________________________
_______
We will introducee new lawss to _____________
__________________________
_______
We will make ____________________________
__________________________
_______
and _____________________________________
____ co-opperate togeether moree closely
We prom
mise to ____________________________
__________________________
_______
Please support us!
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HELLO!
Aim: to practise offers and requests and telephone language.
Timing: 30 minutes.
Procedure:
- Make one copy of the worksheet for every pair of students. Cut the copies into
columns A and B.
- Tell your students that they are going to work in pairs, phoning each other up to
make requests and offer help.
- Write on the board or prepare on an OHP the following phrases:
Can I speak to Jenny?
Shall I take the call?
Could you repeat the number, please?
Would you mind hanging on a moment?'
Is it okay if I call you back later?
Would you like me to come straight away?
- Ask them to copy sentences into their notebooks and then write offer or request
next to each sentence.
- Elicit ways of starting a phone conversation, and write them on the board, e.g.:
Hello, is John in?; It's John speaking, or Can I speak to Alison?
- Before the pair work, demonstrate the activity with a good student. Role play a
short phone call, asking the student to come five minutes early for the next class to
help you put some posters up in the classroom.
- Divide the class into pairs and give each Student A a copy of worksheet A and
each Student В a copy of worksheet B.
- Ask the students to read the instructions on their worksheets. Tell them they
should write down the basic requests and offers before starting their conversations.
- Students follow the instructions on their worksheets to make four telephone
conversations.
- Circulate, checking that students use the appropriate question/answer forms for
the offers and requests, and that they are having “complete” telephone
conversations.
- When most students have finished, ask one or two pairs to act out their
conversation for the whole group.
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HEALTHY EATING
Aim: to practice food vocabulary.
Timing: 30–40 minutes.
Procedure:
- Make one copy of the worksheet for each pair or group.
- Review the different ways of cooking (e.g. grill; bake) and discuss which method
are healthy and which are unhealthy.
- Ask the students what kind of food they would expect to find on the menu for
breakfast at a health farm. Discuss the elements of a healthy diet.
- Together with the students, brainstorm what might appear on the breakfast menu.
- Divide the students into pairs or small groups. Hand out one worksheet to each
pair or group of students.
- Ask the students to complete the menu for Celereton Health Farm by creating
different healthy dishes for the three remaining meals of the day. They must try to
follow the nutritional guidelines given in the worksheet. Tell the students they can
use their dictionaries.
- When they have finished, ask the students to swap menus with each other,
compare their results and choose the best one.
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THEN OR NOW?
Aim: To practise used to + infinitive for past habits and states.
Timing: 30–40 minutes.
Procedure:
- Make one copy of the worksheet for each student.
- Arouse students' interest by showing them old photographs/a short film clip that
depicts life 100 years ago. If you don't have access to such things, then ask students
to talk about the lives of their grandparents and how they were different from life
now.
- Write up the first statement on the board with the I agree / I'm not sure / I disagree
boxes. Invite the students to agree or disagree with the statement and encourage
them to give reasons for their choice.
- Hand out the worksheets and tell the students to do the same with the statements.
Allow 5–10 minutes for this stage and make sure the students are working alone.
Monitor and help with any difficulties.
- Divide the class into pairs or groups as you require. Groups will probably lead to
more disagreement and ultimately a more productive discussion.
- Once students have discussed all the statements, conduct a class feedback session
focusing on those that proved to be most contentious and any that the students
created for themselves that proved interesting.
Note: The ideas generated could form the basis of a discursive essay on the
advantages and disadvantages of living now as opposed to 70–100 years ago.
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Think about life 100 years ago. Was it better or worse than it is now? Look at the
statements 1–12 below and decide if you agree with them. Tick (√) the
appropriate box to show how you feel. When you have finished, talk to your
partner and compare your answers. Try to give reasons for your choices.
One hundred years ago ...
1. Children used to be happier.
2. People used to wear better
quality clothes.
3. People used to be fitter.
4. Family life used to be better.
5. People used to have more
interesting hobbies.
6. People used to have a better
quality of life.
7. People used to feel safer.
Agree
Nowadays...
8. People work harder than they
used to.
9. It is more difficult to get around
than it used to be.
10. People have a worse diet than
they used to.
11. Women have worse lives than
they used to.
12. People are less intelligent than
they used to be.
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QUESTIONS, QUESTIONS, QUESTIONS…
Aim: To practise recognizing, answering and asking questions.
Timing: 30 minutes.
Procedure:
- Give out one worksheet for each student. Tell students to read through the
answers and check the meanings of any words they don't understand, either with
you or using dictionaries.
- Working in pairs, the students have to find all the questions and write them next
to the appropriate answers.
- The students now take turns to ask each other these questions, writing down their
partner's answers in the spaces on the worksheet. Encourage the students to ask
follow-up questions to find out more information, e.g. “What's your favourite
city?” – “Madrid. And yours?” – “London.” – “Why London?”
- Ask each student to report back three things they have learned about their partner.
Answers:
Have you got a pet?
Where would you like to be right now?
Do you play a musical instrument?
Would you like to go to the moon?
Which country would you most like to visit?
How often do you speak English?
Who is your favourite singer?
Are you reading a book at the moment?
Could you speak English when you were ten?
What kind of music do you like?
How many countries have you been to?
Which is your favourite city?
Have you ever been to the UK?
Are you any good at cooking?
Have you got any children?
Can you count to ten in five languages?
How are you feeling right now?
Who chose your name?
What were you doing at midnight last night?
What is your favourite colour?
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BLOCKBUSTER
Aim: To practise writing the outline of a narrative.
Timing: 45–60 minutes.
Procedure:
- If you have a TV and video, play the first 3 minutes of a well-known film for the
students. Otherwise, write the title of a film on the board (e.g. 'Star Wars'). Ask
them what type of film it is (e.g. 'science fiction'),
- Brainstorm different categories/genres of film and write them on the board, e.g.
romance, adventure, drama, comedy, musical, western, thriller, horror, action,
science fiction, animation, documentary. Elicit films the students have seen in each
of the categories.
- Divide the students into groups of three or four.
- Tell them they are going to write an outline for a film. The group with the best
outline will get (a notional) $100 million to make their movie.
- Give each group a copy of the worksheet. Ask them to choose at least three items
from each column.
- The groups build up the details of a plot, using their chosen location, characters,
props and events. Set a time limit.
- Circulate and help them with vocabulary and ideas as necessary.
- Each group also thinks of three possible titles for their movie and chooses the
actors and actresses to appear in their film.
- Each group, in turn, presents its outline to the rest of the class.
- The class then decides which of the three titles is the best for the movie that has
been described.
- After the presentations, the class votes for the best idea (they can't vote for their
own) and a winner is declared.
Notes & comments:
As an alternative for larger classes: each group invents one title for their movie and
gives it to the teacher, who writes up all the titles on the board. The class listens to
the presentations and guesses which title was written for each film outline.
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MAKING NEWS
Aim: To practise forms of past tense verbs (both regular and irregular).
Timing: 30–40 minutes.
Procedure:
- Divide the class into groups of four or six. Ask the students in each group to sit in
a circle and number themselves 1–4 or 1–6, anti-clockwise.
- Ask the students to imagine that this morning they heard a surprising piece of
news on their local radio station and that they are going to tell a friend about it.
- Give one set of pictures from the worksheet to each group. Ask students number
1 to shuffle the pictures well and deal out four to six pictures face down to every
student in the group.
- Tell the students that they have five to ten minutes to make up a newsworthy story
which includes at least three of their pictures. Explain that the story should take one
minute to tell. Ask the students to write short notes about the story. Encourage them
to be imaginative.
- Circulate, helping with vocabulary and grammar problems.
- When the students are ready, tell them that the activity is in two rounds and that
they only need half of their story for the first round.
First round
- Ask students 1, 3 and 5 to tell their story to the student on their left, beginning
with “This morning I heard on the news that ...” Tell the students that the tellinglistening periods will be exactly one minute and that you will be giving the “go”
and “stop” commands.
- Ask students 2, 4 and 6 to pass the story they have just heard on to the student on
their left, again beginning with “This morning I heard on the news that ...”
- Ask the students to make the stories 'travel' anti-clockwise. Repeat this until the
stories have been told to the original storyteller.
- The original storytellers explain to the whole group what in the story is correct
and what has been omitted or changed by showing the pictures they used.
Second round
- Repeat stages 7–10, working with the other half of the stories. Ask students 2, 4
and 6 to start.
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INTERPRETER
Aim: To practise reported speech.
Timing: 30 minutes.
Procedure:
- Introduce the activity by telling or asking the students what it feels like to be in a
foreign country where you don't speak the language. Elicit some of the most
embarrassing or difficult situations for the traveller.
- Ask students to form groups of three. In each group there are three roles:
• police officer
• foreigner
• interpreter
If there are four students in a group, double up the role of foreigner.
- Explain that in each group the foreigner(s) takes a role card at random from the
pile. The card describes a situation. They will have to explain it to the police
officer, who does not speak English, via the interpreter.
- If necessary, demonstrate one of the situations with two students.
- Make sure that they take turns to change roles for the subsequent cards so that
everyone gets the chance to be the police officer, the foreigner and the interpreter.
Follow up:
Allow some time at the end of the group work to role play some of the situations in
front of the whole class - those that have worked best with the smaller groups.
(Make notes as you monitor group work on particularly productive and generative
situations and groups for a final demonstration.)
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CLASSROOM ENGLISH
Aim: to practice classroom language.
Timing: 20–25 minutes.
Procedure:
- Elicit the important questions:
Can you repeat that please?
How do you spell ________?
What does __________ mean?
Can you give me an example?
How do you say _______ in (my Language)?
- Ask one student to pick up a card with a strange word. Write the spelling,
meanings, examples, and native language translation of these words on the board.
Word:
Meaning:
Example:
My language:
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I am reading a book about mammals.
Meaning: A mammal is an animal
that gives milk to its babies.
Examples: dogs, lions, horses,
humans.
Learner’s Language:___________
I am reading a book about herbivores.
Meaning: A herbivore is an animal
that eats only plants.
Examples: cows, deer.
Learner’s Language:___________
I am reading a book about reptiles.
Meaning: A reptile is a cold-blooded
animal.
Examples: lizards, snakes.
Learner’s Language:___________
I am reading a book about carnivores.
Meaning: A carnivore is an animal
that eats only meat.
Examples: lions, great white sharks.
Learner’s Language:___________
I am reading a book about
amphibians.
Meaning: An animal that is born in
water but can live on land.
Examples: frogs
Learner’s Language:___________
I am reading a book about omnivores.
Meaning: An omnivore is an animal
that eats both plants and animals.
Examples: human, bear.
Learner’s Language:___________
I am reading a book about insects.
Meaning: An insect is an animal that
has six legs and three body sections.
Examples: ant, grasshopper, bee.
Learner’s Language:___________
I am reading a book about mollusks.
Meaning: A mollusk is an animal
that has a soft body.
Examples: octopus, oyster, snail.
Learner’s Language:___________
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GETTING TO KNOW YOUR CLASS
Aim: to practice presenting personal information.
Timing: 20–25 minutes.
Procedure:
Ask every student to fill in the blanks with information about themselves. Try to
think of an appropriate question for finding out each of those facts.
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A: Well, I’ve got to go now.
run
B: Alright, see you later.
A: Well, it was nice talking to you.
chatting with
seeing
B: You, too. See you.
A: Hi. What have you been up to?
B: Not much.
I’ve been busy.
A: Hi. How’s it going?
How are you doing?
B: Good.
A: Nice weather, isn’t it?
Great party,
Interesting class,
B: Yes, it is.
A: By the way, I’m Mike.
Strategies for saying:
Hello and Good-bye
In the future, I’d like to ________________
__________________. (future plans/dreams)
Question: ____________________________
I’m studying/studied ____________ (major).
Question: ____________________________
I’m into _____________ (hobby/interests).
Question: ____________________________
I come from a big family/small family.
I have ______________. (number of siblings).
Question: ____________________________
I grew up in _______________. (hometown)
Question: ____________________________
I’m ______________. (job)
Question: ____________________________
Facts About Me
Name
Fact
Interesting Facts About
Your Classmates
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HOW HAS LIFE CHANGED IN 50 YEARS?
Aim: to practice the use of Present Perfect.
Timing: 20–25 minutes.
Procedure:
- Divide students into groups of four.
- Ask them to think of how the quality of life has changed in the last 50 years. Give
a list of examples.
People are wealthier now.
People eat better now.
People eat more instant food now.
More people drive cars now.
People were thinner in the past.
People were more honest in the past.
- After looking at this list each group should make up sentences about how our life
has changed over the last 50 years using Present Perfect.
- Then ask the students to make up their own sentences and present them to the
class.
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FINDING SOMEONE WHO HAS A LOT IN COMMON
Aim: to practice certain grammar structures.
Timing: 20–25 minutes.
Procedure:
- Elicit the following sentences:
We have a lot in common.
We have nothing in common.
I have a lot in common with ____________.
- Students should mingle around the class and ask and answer the following
questions:
What do you do in your free time?
What kind of music do you like?
Who is your favorite actor?
- Ask the class to walk around and find three people that you have a lot in common
with (three things in common)
- After finishing the task they should report the results to the class using these
patterns:
I have a lot in common with ____________________
We both like... We both play... We both come from...
What are some things that people have in common? Make a list as a class:
Person:
Things we have in common: ___________________________________
(1)
(2)
(3)
(4)
(5)
(6)
(7)
(8)
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
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FIND SOMEONE WHO… PAST TENSE
Aim: to practice Past Simple.
Timing: 60 minutes.
Procedure:
- Write on board some examples of what people could do at the weekend:
drank coffee.
watched TV.
played basketball or soccer.
skipped breakfast.
took the bus to University.
cut their hair.
had a date.
took a trip.
went shopping.
- Ask the students to brainstorm other examples.
- Divide the class into groups of three or four.
- Tell them to make up questions in Past Simple using the expressions on the board.
- After they have finished the teams ask each other to find out who was involved in
the most activities last weekend.
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EXPRESSING DISLIKES
Aim: to practice certain grammar structures.
Timing: 60 minutes.
Procedure:
- Write on board some examples of grammar patterns used to express dislikes:
I hate ____________________________
I dislike __________________________
I can’t stand _______________________
I’m tired of ________________________
I’m fed up with ____________________
I’m sick of ________________________
I’m sick and tired of _________________
_____________ really bugs me.
_____________ makes me mad.
_____________ drives me crazy.
_____________ pisses me off.
_____________ annoys me.
- Ask the students to brainstorm their own ideas to complete these sentences.
- Divide the class into pairs and tell the students to ask each other the following
questions:
What does your friend do that annoys you?
What does your friend do that pisses you off?
What type of person bugs you?
What kind of teacher makes you mad?
What does your mother do that drives you crazy?
What do your neighbors do that you are fed up with?
What do you do that bugs your friends?
What are you tired of these days?
- After they have finished they report the most interesting information to the class.
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FOR AND AGAINST
Aim: to discuss different social issues using certain grammar structures.
Timing: 60 minutes.
Procedure:
- Write on board some examples of grammar patterns used to express opinions:
I’m for it.
I don’t really care
I’m against it.
I’m in favor of it.
It doesn’t concern me.
I’m opposed to it.
- Look at the following issues. Decide whether you are for them or against. Express
your opinion giving your reasons.
Smoking in public places
________________
Drinking in public places
________________
Free university education
________________
Free high school education
________________
Free trade
________________
High taxes on tobacco
________________
High taxes on alcohol
________________
High taxes on imports
________________
Smaller classes
________________
Students electing teachers
________________
Paying teachers more
________________
Paying politicians more
________________
Giving money to the poor
________________
Giving food to the poor
________________
Mandatory military service
________________
Women’s Mandatory service
________________
Giving homes to the homeless ________________
Free Medicine
________________
Free Public Transportation
________________
Raising the drinking age to 25 ________________
Raising the driving age to 25
________________
Lowering the voting age to 15 ________________
Lowering the smoking age to 15 ________________
- Vote in class for or against every issue and ask the students to make a report on
the conducted survey.
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PROBLEMS AND SOLUTIONS
Aim: to discuss different social issues using certain grammar structures.
Timing: 60 minutes.
Procedure:
- Write on board some examples of grammar patterns used to express agreement or
disagreement and to explain problems.
Problems:
One problem is that ... (sentence)
One problem is ... (noun)
Solutions:
One solution is to ... (verb)
We could ... (verb)
I think we should ... (verb)
I recommend that ... (verb)
Agree:
Disagree:
I think it’s a good idea.
It’s a good idea but ___________
I agree with _______.
I disagree with ______ because
I am for __________.
I am against it because ________
The problem with that is ...
- Explain the situation to the students.
- Ask the students to pick a problem card and discuss it in groups.
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The situation is:
You are the management staff of a large resort hotel. Lately, you have had a lot of
problems. You must discuss these problems with the other managers and then come
up with solutions.The hotel is on an island surrounded by beautiful beaches, coral
reefs, and mountains. It seems like the perfect place to have a hotel but ... .
PROBLEM CARDS
Theft: There is a lot of theft at the hotel. Someone is stealing food from the
kitchen, money from front desk, and sports equipment from the gym. Guests have
also complained that somebody stole their wallets.
Guests are bored: Guests have complained that there is nothing to do. There are
no activities at night. In the day, there are few sports and nothing to see.
Complaints about the food: The guests have complained that the food tastes
terrible. They also complained that the food is the same every night. Some
vegetarians were very angry because every dinner has meat.
There are few guests: Very few people know about the hotel. And the guests who
do come say it is too expensive.
Complaints about the staff: Many guests say that the staff is rude and unhelpful.
The staff members argue with each other. Sometimes they swear at the managers.
Many things are broken: The roof leaks and many TVs in the room don’t work.
Sometimes there is no electricity or hot water.
The hotel is difficult to get to: There are no buses coming from the airport to the
hotel. The taxi from the airport to the hotel is very expensive.
- Ask the students to report the results of the discussions in the following form:
MANAGEMENT DISCUSSION
Problem:
Possible Solutions:
Management Recommendation:
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AT THE MOVIES
Aim: to practice speaking about movies.
Timing: 30 minutes.
Procedure:
- In class discuss these questions:
What kind of movies do you like the best?
Who is your favorite actor? Actress?
What movies have you seen recently?
How often do you watch movies or videos?
What movies do you want to see?
- Divide the class into three or four groups and ask the students to make three
riddles for movies that they have seen according to the model.
Movie1: It’s a _______________
_______________ is in it.
It takes place ________________________
It’s about ___________________________
In the end, ________________________
Use the following expressions:
Who: Who’s in it? (be in a movie= act in a movie)
Bruce Willis is in it.
It’s starring Bruce Willis.
Setting: It takes place ___________________
Where: In the city, in the country, in Italy, on Mars, on a ship, in an airplane ...
When: In the 80s, in the 90s, in the 1800s, in the future, in the past, in winter ...
Plot: What’s it about?
It’s about ___________________________
What: Two people who fall in love, a meteor that crashes into the earth,
Climax:
In the end, ____________________
What happened: They get married, they save the earth ...
Category: What kind of movie is it?
It’s a _________________
What kind: comedy, romance, sci-fi, documentary, horror, animation, thriller,
action movie.
- Tell the students to share their riddles and try to guess the answer.
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SURVEYS ON ANNOYING HABITS
Aim: group discussion.
Timing: 60 minutes.
Procedure:
- Write on board some examples of grammar patterns used to express annoyance:
It bugs me when...
I can’t stand it when...
It gets on my nerves when...
It annoys me when...
It bothers me when...
It drives me crazy when...
It makes me angry when...
It makes my blood boil when...
- Ask the students to brainstorm their ideas to complete these sentences.
It bugs me when I’m on the subway and_____________________________
It bothers me when I am at a movie and somebody ____________________
It gets on my nerves when I’m trying to sleep and _____________________
It annoys me when women _______________________________________
It really makes me angry when teachers ____________________________
It really pisses me off when parents ________________________________
It makes my blood boil when I am at a restaurant and __________________
It drives me crazy when my neighbors ______________________________
It drives me crazy when my boyfriend/girlfriend ______________________
It bugs me when my best friend ___________________________________
It annoys me when my brother/sister _______________________________
It drives me crazy when I run to answer the phone and _________________
It bugs me when I go to an internet site and __________________________
I can’t stand it when people _____________________________ while they
are eating.
It gets on my nerves when people ____________________before they
really know me.
- Divide the class into groups.
- Give each group a set of cards made from the worksheet.
- Ask the students to take cards in turn and answer the questions.
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WORKSHEET
Movies
Subway
1. Do you take the subway on a
regular basis?
1. What bugs you the most when
you go to the movies?
2. What drives you crazy on the
subway?
2. Have you ever told anybody to
be quiet?
Girlfriends and Boyfriends
Neighbors
1. Do you get along well with your
neighbors?
1. Do you have a girlfriend or
boyfriend?
2. What do you neighbors do that
makes your blood boil?
2. What do they do that gets on
your nerves?
Internet
Parents
1. Do you get along well with your
parents?
1. How many hours a week do you
surf the internet?
2. What do they do that annoys you?
2. What bugs you the most when
you go to a website?
Women
Men
1. What do young men do that makes
your blood boil?
1. What do young women do that
gets on your nerves?
2. What do old men do that gets on
your nerves?
2. What do old women do that
bugs you?
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MAKING SURVEYS
Aim: to encourage students for communication within the class and the groups as
well as for collecting opinions and systematizing information on a certain issue.
Timing: 40 minutes.
Procedure:
- If necessary provide the students with vocabulary and grammar patterns useful for
conducting survey and further discussion.
- Distribute the problem cards among the class (this can be done both for an
individual or pairs of students).
- Ask the students to move around and record everybody’s opinions on the issue.
- Tell them to present their results to the class (this can be done orally or as
a written home task).
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SURVEYS ON HYPOTHETICAL SITUATIONS
War
Superheroes
1. Are you worried that your country
will go to war in the near future?
1. What superhero would you like
to be?
2. What would you do if your
country went to war?
2. If you could have any power
what would it be?
Ghosts
Lottery
1. Do you ever buy lottery tickets?
1. Do you believe in ghosts?
2. What would you do with the
money if you won?
2. What would you do if you saw a
ghost?
Ethics
Reincarnation
1. Do you believe in reincarnation?
1. Have you ever found money on
the ground?
2. What would you like to be
reincarnated as?
2. If you saw 10,000 won fall out
of somebody’s pocket, would you
keep it or tell them?
Space Travel
Ethics II
1. Do you ever pretend you are
sleeping on the subway so that you
don’t have to give up your seat?
1. Do you think that people will
live on other planets someday?
2. If you saw a pregnant woman on
the subway, would you stand up?
Really?
2. Would you travel to Mars if you
had the chance?
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SURVEYS ON EDUCATION
Survey on Tuition
How much tuition did
you pay this year?
Do you think university
education should be free
for everyone?
Do you think students
ought to be given student
loans from the
government at zero
interest?
Survey on Class Size
When you were in high
school, how many students
were in your class?
What should the
maximum number of
students per class be in
high school?
Would you be willing to
pay more tuition for
smaller class sizes?
Survey on Homework
How much homework do
you do everyday?
How much homework
should university students
be given everyday?
How much homework
should high school
students be given
everyday?
Survey on Tests
Do you think there ought
to be a university
entrance exam?
Survey on Teachers
Do you think high school
students should be able to
choose their own teachers?
Survey on Punishment
What is the worst
punishment you have ever
received?
What do you think
should be the most
important thing for
university students?
Tests, essays, or projects?
What do you think is the
most important quality for
a good teacher?
Should corporal
punishment be allowed in
school?
Do you think teacher
should be paid extra if
they have good student
evaluations?
Should students be given
failing grades for
plagiarism?
Survey on Technology
Do you ever use the
internet to do research?
Survey on Being Late
How often are you late for
class?
Do you think students
ought to be given internet
access in class?
How often is your teacher
late for class?
What punishment should
students receive if they
get caught cheating on a
test?
Survey on Grades
Have you ever received
an F grade in a university
class?
Do you think teachers
should mark students on
a bell curve?
Do you think teachers
ought to fail some
students every semester?
Should students be
required to do multi-media
presentations like Power
Point in class?
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What should the teacher
do if a student comes late?
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SURVEYS ON CONTENTIOUS ISSUES
Death Penalty
Animal Research
1. How do you feel about using
animals for research?
1. What’s your opinion on the
death penalty?
2. Is OK to use animals for medical
research? How about cosmetic
research?
2. Do you think that innocent
people are sometimes put to death?
Nuclear Energy
Corporal Punishment
1. How do you feel about corporal
punishment in schools?
1. What’s your opinion on nuclear
energy?
2. How about corporal punishment
by parents?
2. Do you think the government
should build more nuclear power
plants?
Women’s Equality
Violence on TV
1. How do you feel about violence
on TV?
1. What’s your opinion on women
working?
2. Do you think the violence on TV
causes children to be violent?
2. Do you think women have the
same opportunities as men?
Tough Anti-Drug Laws
Youth Offenders
1. What’s your opinion on drugs?
1. How do you feel about young
criminals?
2. Do you think that people should
go to jail for life for taking drugs?
2. Should parents of young offenders
be responsible for any damage that
the young offenders cause?
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PAST PROGRESSIVE AND PAST PERFECT PROGRESSIVE SURVEY
Television
What were you watching
when you were in high
school?
What have you been
watching recently?
Housing
Where do you live now?
How long have you been
living there?
What city would you like
to live?
How long have you been
watching that program?
Your University
How long have you been
studying at your
university?
When you were in high
school, were you planning
on studying at your
university?
911
What were you doing
when you heard
about 9-11?
Where were you
when you heard
about 9-11?
Who were you with?
Sports
Do you play any sports?
How long have you been
playing that sport?
Where were you living
during the last Olympics?
Dating
Do you have a
boyfriend or a
girlfriend?
If no, have you been
looking for one?
If yes, how long have
you been going out?
What were you doing
when you found out you
got accepted into your
university?
Fashion
What were you wearing
this time last year?
What were you wearing
yesterday?
How long have you had
the clothes you are
wearing
Music
What were you listening
to when you were in high
school?
Time
What were you doing
this time last year?
What were you listening
to last summer?
What were you doing
five years ago at this
time?
Who is you favorite
singer and how long have
you liked them?
What were you doing
last semester at this
time?
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SURVEYS ON MOVIES
Survey on Comedies
(1) Who is the best
male actor?
Survey on Horror
Films
(1) Do you enjoy
horror movies?
(1) Do you like to
watch comedies?
(2) Who is the best
female actor?
(2) What is the scariest
movie you have seen?
(2) Who is the funniest
actor?
Survey on Movie
Going
Survey on Movie
Going
Survey on Best Actors
Survey on Action
Films
(1) Do you enjoy
action films?
(1) How often do you
go to the movies?
(1) What was the last
movie that you saw?
(2) Is it OK for young
kids to watch violence
on TV?
(2) Who do you usually
go with?
(2) What was the first
movie you ever saw?
Survey on Sci-fi
Movies
(1) Do you enjoy sci-fi
movies?
Survey on Best Films
(2) What was the last
sci-fi movie you saw?
Survey on Worst Films
(1) What is the best
film you’ve seen
recently?
(1) What is the worst
film you’ve seen
recently?
(2) Who was starring in
it?
(2) Who was starring in
it?
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SURVEYS ON EATING
Survey on Breakfast
Survey on Lunch
Survey on Dinners
(1) Did you have
breakfast this
morning?
(1) Where do you
usually have lunch?
(1) Where do you
usually have dinner?
(2) What do you
usually have for
breakfast?
(2) What do you
typically have for lunch?
(2) What time do you
usually eat dinner?
(3) Who do you eat
breakfast with?
(3) Who do you eat
lunch with?
(3) What did you have
for dinner yesterday?
(1) Do you go to fastfood restaurants often?
(1) How often do you
eat at restaurants?
(2) What is your
favorite fast-food
restaurant?
(2) What is your favorite
restaurant?
Survey on Ordering
Food
(1) How often do you
order food at your
home?
(2) Do you ever order
pizza?
(3) Do you prefer fastfood or your mom’s
cooking?
(3) Do you usually leave
a tip?
(3) Do you ever order
Chinese food?
Survey on Favorite
Food
(1) What is your
favorite food?
Survey on Cooking
Survey on Spicy Food
(1) Who cooks in your
family?
(1) Do you enjoy spicy
food?
(2) How often do you
eat it?
(2) Who is a better cook
your mom or your dad?
(2) What is the hottest
food you’ve eaten?
(3) What is your least
favorite food?
(3) What do you know
how to cook well?
(3) Have you ever had
food that was so hot you
couldn’t eat it?
Survey on Fast-food
Survey on Restaurants
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EDUCATIONAL LANGUAGE GAMES
A FEW QUICK QUESTIONS
Aim: To consolidate asking questions.
Timing: 30–40 minutes.
Procedure:
- Make one copy of the worksheet per student.
- Fold the worksheet so only the left column is visible. Give one worksheet to each
student.
- Ask the students to write a different classmate's name on each line in the left
column. Alternatively, the worksheet is passed around the class and the students
write their own names on the lines. (The latter ensures all students' names appear
equally as often)
- The worksheet is unfolded to reveal incomplete statements about the students'
classmates. For example,
Thierry feels ________ today.
Emily is named after _________ .
- The students mingle around the classroom, asking and answering questions and
completing the statements. For example, Thierry feels worried about his exam
today. Emily is named after her grandmother.
- Encourage the students to ask further questions to find out more information.
- When all the sentences have been completed, the students, in pairs or small
groups, tell each other what they have learned. Ask the students to report to the
class anything interesting they have learned.
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LETS TALK!
Aim: Тo practise using gerund- and infinitives after particular verbs.
Timing: 30–45 minutes.
Procedure:
- Write two examples on the board – one which requires the gerund and one which
requires the infinitive.
Do you like (go) to the theatre? (going)
Have you decided (go) out tonight? (to go)
- Elicit the correct form for each sentence.
- Divide the class into groups of three.
- Explain the rules of the game:
Students throw the dice and move around the board.
If they land on a question, the student must form the question correctly using the
gerund or infinitive form. The student then asks this question to another member of
the group who must give an appropriate answer.
If the student lands on a one word prompt, e.g.: DECIDE, then another member of
the group must form a question for the person who landed on that square. The
question must use the key word in an appropriate tense and with the correct verb
pattern e.g.: When did you decide to come to England?
The students proceed until someone has finished. If time and inclination allow, they
can start again in new groups.
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LET’S TALK
Aim: To practice different verb patterns and vocabulary related to describing
appearance.
Timing: 30–40 minutes.
Procedure:
- Put your students into groups of three (two players and one referee) or rive (two
pairs and one referee) and give each group a copy of the worksheet, two counters
and a dice. You will need let give the referee a copy of the answers.
- The students place their counter on the START square and then roll the dice to see
who goes first.
- The students take it turns to roll the dice, move that number of squares forward
and then choose the correct alternative. The referee checks the answers, if correct,
the student's counter remains on the square. If incorrect, the student has to return
his/her counter to its original square.
- If the player lands on a SMILE! They should square; move forward but not have
to answer the question, if a player lands on an OOPS!: square, they automatically
miss a go.
- This continues until a player pair reaches the final SMILE! square and wins the
game.
Answers:
2
I need to speak/speaking English for my job.
3
She's got long, wavy hair/hairs.
4
He's always telling us what to do - he's very bossy /shy.
6
I can swim/to swim faster than vou.
7
He's got freckles / dimples all over his face.
8
He grew a moustache/ beard to cover the scar on his chin.
10
She's got fair hair /eyes.
11
I enjoy watching/to watch sport on TV.
12
He's got pale skin /hair.
14
What does look like/look?
15
I want being/to be rich.
16
She's wearing false eyelashes / eyebrоws!
18
I put on /take off my shoes before I leave the house.
19
She's got the most perfect tooth/teeth.
20
I think I'm going to give up /hang up smoking.
22
He looks tired – he's got bags under his ears /eyes.
23
I'm looking forward to meet/meeting her.
24
She's got a beautiful hair /smile.
26
She feels things very strongly – she's sensitive / sensible.
27
What is she like/look like?
28
When she smiles, small wrists /wrinkles appear next to her eyes.
29
I've decided getting/to get my hair cut.
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FIND THE MISTAKE
Aim: To consolidate the main language areas.
Timing: 30–40 minutes.
Procedure:
- Put the students into pairs and give one the Student A worksheet and the other the
Student В worksheet. Tell the students that six of the questions contain a grammar
mistake and six are correct.
- Ask the students to work individually to find and correct the grammar mistakes.
- When they have done this, ask Students A and В to compare the corrections they
have made and to identify the correct version of each question.
- Check answers with the whole class.
- Follow up
- Ask the students, working in pairs or small groups, to ask and answer the
questions. Encourage them to ask further questions to find out more information.
For example, for question 1: When did you first hear the song? Why do you like it
so much? Does it remind you of a particular time, place or person?
- Ask the students to report back to the class anything interesting from their
discussions.
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IRREGULAR BATTLESHIR
Aim: To practice spelling of irregular verbs forms.
Timing: 30–40 minutes.
Procedure:
- Ask if any of the students have played the game “Battleships”. If anyone has, ask
them to explain it to the rest of the class.
- Ask the students to form pairs of Student A and Student B.
- Give each student a copy of the relevant worksheet.
- Tell the students that the object of the game is to find ten irregular verbs in the
past tense and past participle in their partner's grid.
- Ask the students to read the instructions on their worksheets carefully. You may
want to pre-teach some of the key lexis: a grid, to score a hit, to miss, your turn,
your go.
- Circulate, checking that students spell the verbs correctly.
Answers:
The verbs on Worksheet A are: grew, stolen, won, led, put, heard, gone, ate,
thrown, drove. The verbs on Worksheet B are: sung, drunk, made, built, sat, hurt,
woke, swam, cut, taught.
Follow up:
•
Ask the students to make a list with the infinitive, past tense and past participle
forms of the twenty verbs that they have found.
•
Use the blank grids below to play the game again: students can write in their
own verbs. The grids can also be used for other lexical fields.
Notes & comments:
For lower level classes, if you think it will take too long for the students to find out
the verbs, write the twenty verbs on the blackboard before starting the game.
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SCHOOL JOKES
Aim: To practice listening and speaking in a humorous context.
Timing: 15–20 minutes.
Procedure:
- Tell your students that they will each be given half of a joke: either the opening or
the ending (punchline). You can use a well-known joke such as “Doctor, Doctor,
everyone keeps ignoring me. – Next please”, to exemplify the kind of humour they
can expect.
- Give out the cards – one or more to each student, depending on class size. Allow a
few minutes for students to check any vocabulary they don't know, either with you
or in a dictionary.
- Ask the students to walk around the classroom reading out their incomplete jokes
to each other and deciding whether their halves match.
- Ask the students to check with you when they think they have found their 'other
half.
- When the activity is over, pairs read out their “complete” jokes.
Solution:
The jokes are:
I can still remember my university days ... – All three of them.
I'll never learn how to spell. – The teacher keeps changing the words.
What is black when clean and white when dirty? – A blackboard.
Where was the Declaration of Independence signed? – At the bottom.
One day I brought an apple for the teacher and she kissed me. – The next day
I brought her a watermelon.
I spent three years in college taking medicine. – You poor thing. Are you well
now?
It took me a whole year to write a book. – You idiot. Don't you know you can buy
one for a fiver?
Before we begin this final exam, are there any questions? – Yes. What's the name
of this course?
I want to read a book ... something very deep. – What about “20,000 Leagues
Under the Sea?”
So you flunked the history exam. – Yes. They kept asking questions about things
that happened before I was born.
Now, class, are there any questions? – Yes. Where do those words go when you rub
them off the blackboard?
What comes after six? – The milkman.
I got an A in spelling. – You fool. There isn't any A in 'spelling'.
Who needs a dictionary? – If you've read one you've read them all.
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HOW WELL DO YOU KNOW YOUR CLASSMATES?
Aim: To practise question forms.
Timing: 20 minutes.
Procedure:
- Fold each of the worksheets as shown so that only the spaces where the students
write their names are visible.
- If possible, ask the students to sit in a circle or horseshoe.
- Give out one worksheet to each student. They should not open out the worksheet.
- Each student then writes their name in one of the spaces and passes the folded
worksheet to the right.
- The next student writes their name in any one of the remaining spaces, before
passing it on again.
- Continue until all the spaces have been filled. Then hand on the worksheet one
more time.
- Each student opens out the worksheet to find sixteen questions about different
people,
e.g. Where did Anna last go on holiday?
- The students try to guess the answer to each of the questions and write this next to
the question.
- The students then mingle and ask the questions. They record with a tick (√) or a
cross (X) whether or not they had guessed correctly.
This continues until all the questions have been asked.
- The winner is the person who has the most correct guesses.
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FOLD
FOLD
What's
's favourite possession?
Who in the world would
most like to meet?
What's
's greatest wish?
When did
last have a haircut?
Which would
rather be – a frog or a snake?
Where in the world would
like to be right now?
How many times has
been in love?
When did
first kiss someone?
What's
's idea of a perfect day?
Where did
last go on holiday?
What will
be doing at nine tonight?
How often does
speek English outside class
What's
's favourite smell?
How many languages can
count to ten in?
What's
's favourite English word?
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JOB FAIR ROLE PLAY
Aim: to practice talking about jobs and participating in an job interview.
Timing: 60 minutes
Procedure:
- This lesson follows a format of a discussion, followed by a role-play activity.
- Print out photocopy of three documents: Benefits and Qualifications, Employers
Activity Sheets, Job Seekers Activity Sheets (see below).
- Divide the class into seven different employers and seven different job seekers.
- Tell the students that you will be talking about job interviews today. Define the
words benefit and qualification on the board.
- Write the key vocabulary items on the board: promotion, work experience,
medical insurance, vacation, bachelor/masters/doctor, degree, references,
salary wage housing, license, commissions, tips bonus, well-spoken, hardworking,
discounts, training courses, dental insurance, creativity, report card/transcript, raise,
neat appearance/dress.
- Give the students some examples of the key languages patterns: What kind of
experience do you have? What did you study in university? Do you have any
special skills? What are your good points and bad points? What company do you
represent? What kind of job do you offer?
- Make a chart with the headings benefits and qualifications on the board and ask
the students to come up with some examples. Write the examples under the
appropriate headings.
- Now hand out the worksheet titled Benefits and Qualifications. Go over it as a
class. In groups decide what the most important benefits and qualifications are. Ask
a few students what benefits they want. Then ask a few students what qualifications
they have.
- Ask the students to practice doing job interviews in English.
- Let the companies line up in row. And tell the job seekers go from company to
company and ask about the jobs. Explain to the students that the job seekers are
primarily interested in what benefits they can get, and the companies are primarily
interested in the qualifications of potential employees.
- Before you let the students go at it, you should probably model an example
interview with one student. You may also want to discuss the questions that each
party will want to ask.
- Ask both groups should fill out the table on their activity worksheets. And when
they are done and if time permits, you can ask the employers who they would like
to hire and why.
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Benefits and Qualifications:
A benefit is something you receive from a job
A qualification is something you need to do a job.
Look at the following list of vocabulary items. Are they benefits of a job or qualifications for a
job?
__________________ promotion
__________________ work experience
__________________ medical insurance
__________________ vacation
__________________ bachelor/masters/doctor degree
__________________ references
__________________ salary
__________________ wage
__________________ housing
__________________ license
__________________ commissions
__________________ tips
__________________ bonus
__________________ being well-spoken
__________________ being hardworking
__________________ discount on goods
__________________ training courses
__________________ dental insurance
__________________ creativity
__________________ report card/transcript
__________________ raise
__________________ neat appearance/dress
In a group, decide what the most important qualifications and benefits are?
Most Important Benefits
Most Important Qualifications
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Could
C
you spell your
y
name pleasse?
What
W kind of exp
perience do you have?
What
W did you stu
udy in universityy?
Do
D you have any
y special skills?
What
W are your go
ood points and bbad
points?
p
Questions
Q
to ask
k applicant:
BadPoints
B
GoodPoints
G
Skills:
S
Major:
M
Experience:
E
Name
N
of
Applicant
A
Employer Sheet A
Company Na
ame: _________
___ Labs
Job Descripttion: Researcherr
Job Salary: $45
$ 000/year
Location: Un
niversity Labora
atory
Benefits and
d Incentives: Meedical/Dental
Promotions and
a Raises: 2%
% raise every yeaar.
Promotion to senior research
her after five yeaars.
You Company’s Prrofile and Availlable Job
Ap
pplicant Inform
mation
EMPLOYE
ERS ACTIVIITY SHEET
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82
What
W company do
d you represent??
What
W kind of job
b do you offer?
How
H much does the job pay?
Where
W
is it locateed?
Do
D you offer any
y benefits?
Iss there any chan
nce for a promotiion or a
raaise?
Questions
Q
to ask
k employers:
Promotions
P
Raises
R
Benefits
B
In
ncentives
Location
L
Salary
S
Job:
J
Name
N
of
company
Employee Sheet A
Your in
nformation
Your Name: Sam Spade
Work Experrience: 2 years serving
s
at a restaaurant.
Your Major: Economics
Special Skills: Drivers Licen
nse
Good Points: Funny
L
Bad Points: Lazy
Job Types
JOB SEEKE
ERS ACTIVIITY SHEET
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FIVE SIMPLE BANKING TRANSACTIONS ROLE PLAY
Aim: to practice talking about banks and participating banking conversation.
Timing: 60 minutes.
Procedure:
- This lesson follows a format of a discussion, followed by a role-play activity.
- Write the key vocabulary items and grammar patterns on the board.
- Print out photocopy of five documents: Bank Teller Activity Sheet, Bank Client
Activity Sheet, Bank Cards and Photo ID, Checks and Bills (see below).
- Divide the class into two groups: bank tellers and bank customers.
- Ask the bank tellers to sit in a line facing the clients (like in a real bank). Give the
Bank tellers Bank Teller Activity Sheet and a supply of Biggle Bucks and
American Dollars.
- Bank clients should visit the bank tellers and conduct transactions. Each bank
client will need a Bank Client Activity Sheet, Bank Card, one Piece of Photo
ID, two Checks, and three Bills (gas, electricity, and telephone).
- Bank clients should go to a Bank Teller and conduct one of the five transactions
(pay a bill, cash a check, withdraw money, deposit money, and exchange some
currency. When they are finished, they go to another bank teller and conduct
another transaction. Each time the students go to a teller, they should get a
signature. The students can use the conversation as a guide. If you have time
remaining, tell the students switch roles and go over it again.
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BANKING ROLE-PLAY
Aim: to practice talking about banks and participating banking conversation.
Timing: 60 minutes.
Procedure:
- Write the key vocabulary items and grammar patterns on the board: deposit
money, withdraw money, cash checks, exchange currency, and pay bills (if needed
give some more).
- Use Personal Finance Vocabulary Sheets for Warming-up before the game.
- Print out photocopy of five documents: Vocabulary Handouts, Client Role Cards,
Financial Product Brochures, Banker Activity Sheet, and Client Activity Sheet.
- Divide the class into two groups: bankers and bank clients.
- Give each client a client role-play card. The bankers should be divided into four
groups: new accounts, credit cards, mortgages, and loans. Each banker should be
given a financial product brochure for the group that they belong to. Students
should be given time to absorb the material. They can quietly read the material in
front of them and ask questions if they do not understand something.
- Give the bankers a banker activity sheet and give the clients a client activity sheet.
Bankers should set up desks where they can meet with their clients. Using the
conversation as a guide, bankers and clients begin the role-play.
- Ask the bank clients to visit the bank and talk to the bankers about various
financial products such as credit cards and mortgages. After the bankers explain the
financial products, the client should select one product and apply. The bankers
should then open up a bank profile and start a credit evaluation.
- Ask the Bankers now set up a bank profile and do a credit evaluation. This
involves asking questions about income and debt. The questions are on the banker
activity sheet and the answers to the questions are on the client role-play cards.
- After finishing the tasks, ask the participants of the game to discuss briefly which
financial products were more appealing and why. With the bankers you can discuss
who they felt had a good credit evaluation and why, and whom would they lend
money to. Give some hints to the students: The doctor has a good salary but also a
lot debt. The waitress has a modest salary but almost no debt.
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PERSONAL FINANCE VOCABULARY WARM-UP
Match the column on the right with the definitions:
________ mortgage
(a) Money.
________ default
(b) Stays the same over time.
________ funds
(c) Guarantee a loan for somebody else.
________ variable
(d) Money that you borrow on a credit card.
________ fixed
(e) A check to see how well you can pay back a loan.
________ co-sign
(f) The maximum you can borrow.
________ cash advance
(g) A loan to buy a house or property.
________ credit rating
(h) A bank account you use to save money.
________ credit evaluation (i) Be able to pay for goods or pay back a loan.
________ credit limit
(j) Changes over time.
________ annual
(k) Not pay back a loan.
________ savings
(l) The cost of borrowing money.
________ chequing
(m) An opinion on how well you can pay back a loan.
________ afford
(n) Your income after you pay income taxes and
expenses.
________ interest
(o) The basic interest rate that banks use.
________ net income
(p) A bank account you use for day to day
expenditures.
________ gross income
(q) Yearly.
________ prime
(r) Your income before you pay taxes.
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PERSONAL FINANCE VOCABULARY WARM-UP
Match the words with their opposites:
________ spend
(a) deposit
________ variable
(b) lend
________ withdraw
(c) save
________ borrow
(d) sell
________ default
(e) fixed
________ purchase
(f) pay back
Fill in a preposition to complete the sentence:
(1) If you owe money, you are ___ debt.
(2) If you have a savings account, you are keeping your money ___ the
bank.
(3) If you take money out of your bank account, you are withdrawing
funds ____ your account.
(4) If you move money from a savings account to a chequing account,
you are transferring funds ___ chequing.
(5) When you give back money that you borrowed you are paying ___
your debts or paying ____ your debts.
Explain the difference using whereas:
(1) A savings account usually has a high interest rate, whereas a
chequing account has a low interest rate.
(2) A fixed interest rate doesn’t change with time,
(3) Your gross income is your income before you pay taxes,
(4) A deposit is when you put money into your account,
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PERSONAL FINANCE VOCABULARY CLOZE
Fill in the blanks with the vocabulary items listed above each paragraph:
limit
default
afford
cash advance
funds
debt
purchase
pay back
interest
Credit Cards
Credit cards are a convenient way to
___________ goods. They also come in handy
when you have a shortage of ______________.
If you need a little extra money for the
weekend, you can take out a ______________.
In spite of these benefits, credit card ________________ can also cause serious
problems for people. People spend more than they can _________. And because of
the high _________ on money borrowed, the credit card debt becomes harder and
harder to ___________ __________. Eventually, some people are forced to
________________ on their payments. This is why credit card companies put a
_________________________________ on the amount that people can borrow.
Credit risk
afford
Mortgage
co-sign
Savings
Default
credit evaluation
Mortgages
Most people don’t have enough in __________________ to
purchase a house so they take out a house loan, which is
called a ____________. Before you get a mortgage, the
bank will do a thorough ________ __________ to make
sure you can __________ the loan. If the bank feels you are
a _________ __________ they may ask you to find
somebody else to __________________ your mortgage.
This person will be responsible to pay your mortgage if you ______________.
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BANK CLIENT ROLE CARDS FOR BANKING ROLE-PLAY
Instructions:
Visit your bank and:
(1) Open an account.
(2) Apply for a new
credit card.
(3) Apply for a new
mortgage. You are
moving into a larger
house.
(4) Apply for a loan
to redecorate your
house.
Profession:
You are a doctor.
You earn about
$15, 000 a month.
Last year you
earned $165,000.
Housing:
You own your
own house, but
you have
mortgage of
$400,000. Your
monthly
mortgage
payment is
$2,900.
Car:
You own a car.
Your car is worth
$50,000. But you
have a monthly
payment of $500.
You still owe
40,000 on your
car.
Credit Cards:
VISA and
American
Express. You owe
2500 on your
Visa and 6000 on
your American
Express.
Debts
You still owe
$50,000 in
student loans for
medical school.
Your monthly
payment is $600.
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Instructions:
Visit your bank
and:
(1) Open an
account.
(2) Apply for a
new credit card.
(3) Apply for a
new mortgage.
You want to
move into a
house.
(4) Apply for a
loan to take
acting lessons.
Profession:
You are a
struggling
actor. You
earn about
$1500 a
month. Last
year you
earned
$14,000.
Housing:
You rent an
apartment.
Your share of
the rent is
$420 a month.
Car:
You own a
car. You don’t
have to make
any payments
on your car
but it is only
worth about
$1000
Credit Cards:
You have a
VISA. You
owe about
$500 on your
VISA.
Debts
You don’t
have any other
debts.
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Instructions:
Visit your bank
and:
(1) Open an
account.
(2) Apply for a
new credit card.
(3) Apply for a
new mortgage.
You want to buy
a house.
(4) Apply for a
loan to buy a
boat.
Profession:
You are a lawyer.
You earn about $12,
000 a month. Last
year you earned
$130,000
Housing:
You rent an apartment
for $3200.00 a month
Car:
You own a car. Your
car is worth $100,000.
But you have a
monthly payment of
$1200. You still owe
70,000 on your car.
Credit Cards:
Visa and American
Express.
You owe 10000 on
your Visa and 8000
on your American
Express.
Debts
You still owe $30,000
in student loans from
law school. Your
monthly payment is
$800.
Instructions:
Profession:
You are a
teacher. You
earned about
$3000 a month.
Last year you
earned $35,000.
Housing:
You own your
own house, but
Visit your
you have
bank and:
mortgage of
(1) Open an
$120,000. Your
account.
(2) Apply for a monthly
mortgage
new credit
payment is
card.
$800.
(3) Apply for
new mortgage.
Car:
You are
moving into a You own a car.
Your car is
larger house.
(4) Apply for a worth $2000.
loan to go on a You have no
monthly
vacation.
payments.
Credit Cards:
You have a
MasterCard.
You owe about
$600 on your
Master Card.
Debts
You have no
other debts.
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Instructions:
Visit your bank
and:
(1) Open an
account.
(2) Apply for a
new credit card.
(3) Apply for a
new mortgage.
You are moving
into a larger
house.
(4) Apply for a
loan to buy new
equipment for
your band.
Profession:
You are a waiter. You
earn about $3400 a
month. Last year you
earned $38,000.
Profession:
You are a
musician. You
earn about $2,000
a month or
$25,000 a year.
Housing:
You don’t own a
house. You rent an
apartment. Your
monthly rent is
$600
Housing:
You rent an
apartment. Your
Instructions:
Visit your bank monthly rent is $700.
and:
(1) Open an
Car:
account.
You don’t own a car.
(2) Apply for a
new credit
Credit Cards:
card.
You don’t have a
(3) Apply for a credit card.
mortgage. You
want to buy a
Debts
house.
(4) Apply for a You don’t have any
debts.
loan to buy a
car.
Car:
You don’t own a
car.
Credit Cards:
You have a VISA.
You owe $200 on
your VISA.
Debts
You don’t have
any other debts.
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FINANCIAL
L PRODU
UCTS ROL
LE CARD
DS FOR BANKIN
B
G ROLE-PLAY
Give one brochuree to each of
o the fourr departmeents: accoounts, morrtgages, loans, and
credit caards. The bank
b
emplloyees willl have to explain thhese financcial produ
ucts.
Morttgages
Credit Cards
C
Visa Classic:
C
Fixed rate mortg
gage
6.9 % annnual
interest rate on
15-year mortgagee.
Card
Specificaations
Free
Annual
Fee
18.5%
Interest
%
Rate
Maximuum $20000
Credit
Daily Caash $500
Advancee
7.4 % annnual
interest rate on
25-year mortgagee.
Rate is ffixed.
Penalty for paying
g off
the morttgage earlly.
5 year vvariable rate
r
mortgage
Visa Pllatinum:
Card Speecification
C
ns
$80
Annual
Fee
19.5%
Interest
Rate
Maximum
m $15,0000
Credit
$1,000
Daily
Cash
Advance
4.5% annnual
interest rate on
4-year m
mortgage.
4.9% annnual
interestt rate on
5-year m
mortgage.
Rate is vvariable.
If intereest rates go
o up
then thee interest rate
r
on the m
mortgage goes
g
up.
Every dollar spent
E
e
earns
air miles,
m
w
which
cann be used to
t
b an airrplane
buy
t
ticket.
Can payy off mortg
gage
early wiith no pen
nalty.
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Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»
Acccounts
Short Terrm Busineess Loanss
B
Basic
Acccount
Monthly
M
f
fee
I
Interest
R
Rate
F
Free
D
Debits
Fixed Ratte Businesss
F
L
Loan
$4
Setup fee
S
I
Interest
R
Rate
M
Maximum
m
L
Loan
1%
15
$100..00
7.5%
$10,00
00.00
$0.50
Extra
E
D
Debits
M
Minimum
m None
B
Balance
Variable R
V
Rate Bussiness
L
Loan
Super Savver
S
M
Monthly
None
f
fee
3.5%
I
Interest
R
Rate
2
F
Free
D
Debits
Setup fee
S
Nonee
I
Interest
4.5%
R
Rate
(
(Prime
+1%)
$50,00
M
Minimum
00.00
B
Balance
$0.50
Extra
E
D
Debits
M
Minimum
m $5000.000
B
Balance
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BANK EMPLOYEE ACTIVITY SHEET
Conversation Guide
BE=Bank Employee,
C=Customer
BE: Please have a seat. How
can I help you today?
C: Well, I’m interested in
taking out a mortgage, but I
would like some information
first.
BE: I’d be happy to answer any
questions you have. What would
you like to know?
C: Well for starters, what kind
of mortgages do you offer?
When a client asks to set up an account, apply for a
credit card, take out a mortgage, or take out a loan,
set up a credit profile for your bank.
Client 1
Name
Profession
Monthly Salary
Last Year’s Income
Credit Cards Y/N
(Type?)
Total Credit Card
Debt
Owns Car Y/N
(If Yes, Type?)
BE: Sure. (Explains Different
Mortgages).
Estimated Car
Value
Monthly Car
Payments
Total Amount
Owing on Car
Previous Loans
Y/N
Monthly loan
payments
Total Amount
BE: Do you have any questions
regarding what I just told you?
Owns House Y/N
Value of House
BE: We have a variable rate
mortgage and a fixed rate
mortgage.
C: Could you explain the
difference please?
Owing on Loans
C: No. I’d like to apply for the
fixed rate mortgage.
BE: Ok. I’ll need to set up a
bank profile first. So I’ll need to
ask you some questions about
your personal finances? Can
you spell your name for me?
(Bank employee starts a credit
evaluation and asks questions
about the client’s personal
finances).
Question to Ask For
Client Bank Profile
What do you do for a
living? How much is
your monthly salary?
Mortgage Payment
Monthly Payment
Renting Y/N
Monthly rent
93
Client 2
Client 3
Client 4
Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»
What was your gross
income last year?
Do you have any credit
cards? How much debt
do you have on your
credit card?
Do you own a car?
How much is it worth?
Do you make monthly
payments on it? How
much do you owe?
Do you have any
outstanding loans?
What are your monthly
payments? How much
do you owe?
In this role-play, you are a
bank employee. Clients
will come and ask you
information about
financial products that
your bank offers, such as
loans, credit cards,
mortgages, and savings
accounts. First, you will
explain your bank’s
financial products. Then
when the client opens an
account or applies for a
loan, mortgage, or credit
card, you will write down
their credit profile.
Do you own a house?
What is your house
appraised at? Do you
have a mortgage?
What is your monthly
mortgage payment?
Are you renting? How
much is your monthly
rent payment?
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BANK CLIENT ACTIVITY SHEET
Conversation Guide
BE=Bank Employee, C=Client
BE: Please have a seat. How can I help you
today?
C: Well, I’m interested in taking out a
mortgage, but I would like some
information first.
Fill out this table by asking bank
employees about their financial products.
Bank Accounts
Product 1:
_____________
Product 2:
_____________
Credit Cards
Product 1:
_____________
Product 2:
______________
Mortgages
Product 1:
_____________
Product 2:
______________
Business Loans
Product 1:
_____________
Product 2:
______________
BE: I’d be happy to answer any questions
you have. What would you like to know?
C: Well for starters, what kind of
mortgages do you offer?
BE: We have a variable rate mortgage and
a fixed rate mortgage.
C: Could you explain the difference
please?
BE: Sure. (Explains Different Mortgages).
BE: Do you have any questions regarding
what I just told you?
C: No. I’d like to apply for the fixed rate
mortgage.
BE: Ok. I’ll need to set up a bank profile
first. So I’ll need to ask you some questions
about your personal finances? Can you
spell your name for me?
(Bank employee starts a credit evaluation
and asks questions about the client’s
personal finances).
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What products did you apply for?
Bank Account:
_______________________
Why?
Credit Card:
_________________________
Why?
Mortgage:
___________________________
Why?
Business Loan:
______________________
Why?
In this role-play, you
are a bank client.
You have to find out
about various
financial products
such as credit cards,
mortgages, business
loans and savings
accounts. First, you
must inquire about
the different
products and then
you must choose one
and create a credit
profile for the bank.
The bank employee
will ask you
questions about your
financial history. The
bank needs to know
about your monthly
income and
expenditures.
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BUSINESS ENGLISH TELEPHONE ROLE-PLAY
Aim: to practice talking on the phone using business vocabulary and expressions
for leaving formal business messages.
Timing: 60 minutes.
Procedure:
- Write the key vocabulary items, expressions and the grammar of reported speech
on the board.
- Print out photocopy of four documents: Secretary Activity Sheet, Secretary Role
Cards, Client Activity Sheet, Client Role Cards.
- Divide the class into two groups: secretaries and clients.
- Give the Clients a client activity sheet and a client role card. Clients should call
the 'Stellar Corporation' to talk to Mary Jenkins, a manager there (unfortunately,
Mary is out of the office). Explain to the students that the clients have some
important information to relay as well as some details to discuss.
- Give the Secretaries a secretary activity sheet and a secretary role card.
- Tell the Secretaries to inform the clients of that fact that Mary is out and tell them
the time/date of Mary's expected return. The secretaries should take a message as
well.
- Ask the Secretaries to line up facing the wall and ask the clients to line up behind
the secretaries.
- Tap them on the shoulder when they want to make a call. Clients should practice
this conversation with as many secretaries as they can.
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Sample
Conversation:
Would You Like
to Leave a
Message?
SECRETARY
ACTIVITY
SHEET
You are a secretary for the Stellar
Corporation. Your boss Mary
Jenkins is out so when business
clients call, take their message.
A = Secretary
B = Business
Client
A: Good Afternoon.
Stellar Corporation.
B: Hello. Can you put
me through to Mary
Jenkins please?
A: I’m sorry. She’s at a
meeting with a client.
B: Do you know when
she’ll be back?
Client
Name
Jack
Felspar
Company
Spectrum
Printers
A: She should be back
by 2:00. Would you like
to leave a message for
her?
B: Yes. Could you tell
her the new ads are
finished?
A: Certainly. Can I
have your name please?
B: My name is Jack
Felspar. That’s F-E-LS-P-A-R. I’m with
Spectrum Printers. And
could you have her call
me when she has a
spare moment. I need
to discuss the billing
details.
A: Does she have your
number?
B: I think so, but I
better give it to you just
to be sure. It’s 314274-5464.
A: Alright, Mr. Felspar.
I’ll have her call you
when
she gets a minute/she’s
back in the office.
B: Thanks. I appreciate
it. Have a nice day.
A: You too.
98
Tel#
Message
Wants to Discuss
314274-5464
New ads are
finished
Billing details
Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»
SECRETARY ROLE CARDS
Secretaries should be given a role-card with information about their boss. The
information includes the boss’s whereabouts and her expected return time. When
people call asking for the boss, secretaries should convey the information in the
card and take a message.
You work for the
Stellar Corporation.
You are a secretary.
Your boss is Mary
Jenkins. She is at a
meeting. She is
expected back at 1:30.
You work for the
Stellar Corporation.
You are a secretary.
Your boss is Mary
Jenkins. She is out to
lunch. She is
expected back at
1:00.
You work for the
Stellar Corporation.
You are a secretary.
Your boss is Mary
Jenkins. She is on
vacation. She is
expected back next
Monday.
You work for the
Stellar Corporation.
You are a secretary.
Your boss is Mary
Jenkins. She is talking
to a client. She is
expected back in about
an hour.
You work for the
Stellar Corporation.
You are a secretary.
Your boss is Mary
Jenkins. She is away
on business. She is
expected back
tomorrow.
You work for the
Stellar Corporation.
You are a secretary.
Your boss is Mary
Jenkins. She is talking
to the boss. She is
expected back in about
15 minutes.
You work for the
Stellar Corporation.
You are a secretary.
Your boss is Mary
Jenkins. She just
stepped out. She is
expected back in about
2 hours.
You work for the
Stellar Corporation.
You are a secretary.
Your boss is Mary
Jenkins. She is away
on maternity leave.
She is expected back
at the beginning of
next month.
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Sample Conversation:
Would You Like to
Leave a Message?
CLIENT
ACTIVITY
SHEET
You are a business client of
the Stellar Corporation. You
want to call a manager their,
Mary Jenkins, to let her
know some important
information and to discuss
some details. If she is not
there, leave a message with
her secretary.
A = Secretary
B = Business Client
A: Good Afternoon. Stellar
Corporation.
B: Hello. Can you put me through
to Mary Jenkins please?
A: I’m sorry. She’s at a meeting
with a client.
B: Do you know when she’ll be
back?
A: She should be back by 2:00.
Would you like to leave a message
for her?
B: Yes. Could you tell her the new
ads are finished?
A: Certainly. Can I have your
name please?
Secretary’s Name
(Classmate’s
Name)
Jiyoung
(Classmate’s name)
B: My name is Jack Felspar. That’s
F-E-L-S-P-A-R. I’m with
Spectrum Printers. And could you
have her call me when she has a
spare moment. I need to discuss
the billing details.
A: Does she have your number?
B: I think so, but I better give it to
you just to be sure. It’s 314-2745464.
A: Alright, Mr. Felspar. I’ll have
her call you when she gets a
minute/she’s back in the office.
B: Thanks. I appreciate it. Have a
nice day.
A: You too.
100
Mary Jenkins
Location
Expected
Return
Time/Date
At a meeting
2:00
Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»
BUSINESS CLIENT ROLE CARDS
Business clients should be given a role-card with information concerning a business
transaction with Mary Jenkins, a manager at Stellar Corporation. The Role-card
contains the clients name, company, telephone number, and important business
information that the clients want to convey to Mary Jenkins.
You are Mike Berggson. You
work for LJ computers. Your
telephone number is 604-3244321. You have to call Mary
Jenkins from the Stellar
Corporation and tell her that her
shipment of computers has
arrived. If she is not in, leave a
message with the secretary. You
want Mary to call you so that you
can discuss the delivery and
instalment schedule.
You are Tanya Griswold.
You work for Krubb Interior
Designs. Your telephone
number is 017-367-2190.
You have to call Mary
Jenkins from the Stellar
Corporation and tell her that
you have come up with an
estimate for the renovations.
If she is not in, leave a
message with the secretary.
You want Mary to call you
so that you can discuss the
color of the walls and floor
tiles.
You are Sara Voldemort. You
work for Darkside Media.
Your telephone number is
250-432-3456. You have to
call Mary Jenkins from the
Stellar Corporation and tell
her that the advertising
campaign is ready to launch. If
she is not in, leave a message
with the secretary. You want
Mary to call you so that you
can discuss payment for
services.
You are Felix Unger. You work
for Upland Real Estate. Your
telephone number is 212-4253994. You have to call Mary
Jenkins from the Stellar
Corporation and tell her that you
have found a property she would
be interested in. If she is not in,
leave a message with the
secretary. You want Mary to call
you so that you can discuss an
initial offer for the property.
You are Lisa Harada. You
work for 1st International
Bank. Your telephone
number is 812-999-3344.
You have to call Mary
Jenkins from the Stellar
Corporation and tell her that
her loan application has been
approved. If she is not in,
leave a message with the
secretary. You want Mary to
call you so that you can
discuss the repayment
schedule.
You are John Richter. You
work for Wide-Eye Security.
Your telephone number is
204-323-4998. You have to
call Mary Jenkins from the
Stellar Corporation and tell
her that her cameras have
arrived. If she is not in, leave a
message with the secretary.
You want Mary to call you so
that you can discuss when she
wants the cameras installed.
You are Dana Walker. You work
for Jones and Baily Law Firm.
Your telephone number is 312556-6655. You have to call Mary
Jenkins from the Stellar
Corporation and tell her that she
won her court case. If she is not
in, leave a message with the
secretary. You want Mary to call
you so that you can discuss
payment for services.
You are Jerry Flannegan.
You work for Provincial
Express Shipping. Your
telephone number is 011293-3425. You have to call
Mary Jenkins from the
Stellar Corporation and tell
her shipment has been
delivered. If she is not in,
leave a message with the
secretary. You want Mary to
call you so that you can
discuss future shipments.
101
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A TELEPHONE ENGLISH ROLE-PLAY
Aim: to practice taking and leaving messages over the telephone and using
reported speech.
Timing: 40 minutes.
Procedure:
- Write the key vocabulary items and grammar patterns on the board.
- Print out photocopy of five documents: Vocabulary Handouts, Client Role Cards,
Financial Product Brochures, Banker Activity Sheet, and Client Activity Sheet.
- Divide the class into two groups: callers and receivers.
- Give the Callers an activity A sheet and a role card.
- Give the Receivers an activity B sheet, a will-be-back note and a name tag.
- Ask the Receivers to sit facing the wall and callers behind the receivers.
- Explain the students that when a caller wants to make a call, they tap the receiver
on the shoulder and say, "Bring! Bring!" Receivers should put the name tag on the
back of their chair so that the callers know who they are calling.
- Then ask the Callers to sit down behind the receivers, tap them on the shoulders
and to begin the conversation. Callers should ask to talk to their friend. Receivers
should tell them that the friend is out and give them the details written in the 'Will
Be Back' note. Then the receivers should take a message and the callers leave a
message.
- Give hints to the receivers to use this model to write the messages: Name,
Message, Location, Number.
- After they finish a conversation the callers should get up to call another friend on
the list.
- After the callers have called all of their friends, they should go back home and
ask if there were any messages.
-Write this conversation as a guide on the board:
A = caller from part I B = receiver from part I
A: Hi. I’m home.
B: Hi. Did you have a good day?
A: Yeah. Did anybody call while I was out?
B: Yes. While you were gone Mark called.
and said that there was a sale at Harold’s department store.
A: Did he leave a number?
B: Yes. He’s at the department store right now,
And his number is 250-684-3234.
A: Did anybody else call?
B: Yes, ... (continues with the next message)
- Ask the receivers to read the messages that they wrote down.
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Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»
Sample Conversation:
Can I Take a Message
CALLER
ACTIVITY
SHEET
A= Parent (Receiver)
B = Caller
You will be
given a role
card with a
list of
friends to
callup and
invite
somewhere.
When you
call, they
will not be
home,
so leave a
message
with their
roommate.
A: Hello.
B: Hello. Is John there please?
A: No, he’s not here right now.
B: This is Mark, John’s classmate from
university.
A: Oh. Hi, Mark.
B: Do you happen to know where he went?
A: He said he was going downtown to do
some shopping.
B: Do you know when he’ll be back?
A: He told me he would be back by 4 o’clock.
Can I take a message?
B: Yes. Please tell him there’s a party tonight.
And could you tell him to call me when he
gets in?
A: Sure. Does he know how to get a hold of
you?
Name
John
B: I’m at Harold’s Department Store right
now.
My number is 250-684-3234.
A: I’ll right. I’ll tell him you called.
B: Thanks a lot. Bye.
*Fill in the table with the underlined
information
103
Location Activity
Downtown
Shopping
Expected
Return
Time
4:00
Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»
CALLER ROLE CARDS
Mark: You are at Harold’s Department
Anita: You are downtown. There is a
Store. There is a sale at Harold’s
Department store. You want to call your
friends and invite them. Your number is
017-432-7283
film festival tomorrow. You want to call
your friends and invite them. Your
number is 215-728-3452
Your friends are:
Your friends are:
Anita: friend from high school
Lorenzo: team-mate from soccer
Minsu: co-worker
Tomoko: classmate from university
Frieda: old roommate
Yoon: friend from middle school
Dinesh: buddy from the army
Mark: friend from high school
Lorenzo: buddy from the army
Minsu: friend from middle school
Tomoko: old roommate
Frieda: team-mate from volleyball
Yoon: co-worker
Dinesh: classmate from university
Lorenzo: You are at the park. There is a
Minsu: You are at the gym. There is a
soccer game on Saturday. You want to
call your friends and invite them. Your
number is 714-312-6543
play on Friday night. You want to call
your friends and invite them. Your
number is 011-328-3498
Your friends are:
Your friends are:
Mark: team-mate from soccer
Anita: buddy from the army
Minsu: classmate from university
Tomoko: co-worker
Frieda: friend from high school
Yoon: old roommate
Dinesh: friend from middle school
Mark: co-worker
Anita: friend from middle school
Lorenzo: classmate from university
Tomoko: team-mate from hockey
Frieda: buddy from the army
Yoon: friend from high school
Dinesh: old roommate
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Tomoko: You are at the college. There
Frieda: You are downtown. There is a
is a protest for the environment tomorrow
morning. You want to call your friends
and invite them. Your number is 215-2213949
festival on Sunday. You want to call your
friends and invite them. Your number is
714-465-1122
Your friends are:
Your friends are:
Mark: classmate from university
Anita: old roommate
Lorenzo: co-worker
Minsu: team-mate from hockey
Frieda: friend from middle school
Yoon: buddy from the army
Dinesh: friend from high school
Mark: old roommate
Anita: team-mate from volleyball
Lorenzo: friend from high school
Minsu: buddy from the army
Tomoko: friend from middle school
Yoon: classmate from university
Dinesh: co-worker
Yoon: You are at the grocery store.
Dinesh: You are at the library. There is a
There is a party tonight. You want to call
your friends and invite them. Your
number is 019-383-3945
dinner meeting on Friday night. You want
to call your friends and invite them. Your
number is 604-277-2753
Your friends are:
Your friends are:
Mark: friend from middle school
Anita: co-worker
Lorenzo: old roommate
Minsu: friend from high school
Tomoko: buddy from the army
Frieda: classmate from university
Dinesh: team-mate from baseball
Mark: buddy from the army
Anita: classmate from university
Lorenzo: friend from middle school
Minsu: old roommate
Tomoko: friend from high school
Frieda: co-worker
Yoon: team-mate from baseball
The callers have to go through the list of friends and leave a message with their
friends’ parents.
105
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CROSSWORDS
Job crossword 2
Aim: to practice topic vocabulary.
Timing: 15 minutes.
Procedure:
- Make copies of the crosswords for every group of students.
- Set the time limit and ask them to work together to find out the words.
- Make it in a form of competition: the first group to finish (or the one with the
most number of the guessed words) are the winners.
- Check the answers with the students.
M U S
I
C
I
A N
U
V
F
R
E
I
S
W A I T E R
M E
E
I
F
N
P O L I C E O
G
R
J
P
H
A
R
T
N
O
E
A
S I N G E R
T
R
D O C
O
A
R
M
M
S C I E N T I S T
R
106
D
C H
H
E
F F
A
S
C T
R
T O
N
A
U
T
F A R M
A
E N T I
L
A N I C
R
A
T
R
I C E R
S
I
T H L E
R
O R
E R
S T
S
O
L
D
I
T E
R
R
E
R
P
P I L O T
R
T
E A C H E R
R
Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»
Jobs Crossword 1:
1
2
3
4
Across
1. Somebody who plays
an instrument.
3. Someone who grows
crops.
5
6
7
8
9
10
11
12
7. Somebody who fixes
teeth.
8. A person who serves
food.
13
9. Someone who fixes
cars.
14
15
16
13. Somebody who
catches criminals.
16. A person who plays
sports.
17
18
19
17. Someone who stars
in a movie.
20
19. A person who sings
songs.
21
20. Somebody who
helps sick people.
21. Somebody who flies
airplanes.
22
23
22. A person who does
experiments.
23. Some body who
teaches.
Down
2. A person who helps a doctor.
4. Someone who delivers mail.
5. Somebody who helps sick animals.
6. Somebody who puts out fires.
9. Someone who digs for metal ore in the ground.
10. Someone who cooks food.
11. A person who paints pictures.
12. A person who protects a country.
14. Someone who cleans buildings.
15. A person who makes computer games.
16. A person who goes to outer space.
18. A person who tells us the news.
107
Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»
Job crossword 2
Aim: to practice topic vocabulary.
Timing: 15 minutes.
Procedure:
- Make copies of the crosswords for every group of students.
- Set the time limit and ask them to work together to find out the words.
- Make it in a form of competition: the first group to finish (or the one with the
most number of the guessed words) are the winners.
- Check the answers with the students.
C
O
A C
N
T
S
H
T
L
R
E
U
T
C H E F
T
A
I
R
O
M
N
E
W
R
O
R
K
F L
E
R E P O
T O R
J
M I N
A
I
R
S I N G E
F
I L
R
E
F
I
G H
H
T E
E
R
S C I E N T I S
O
P I L
A N I T O R
D
U
O
I
E R
G
E
S
R
R
E
A
A
S
M
T
M
C A R R I E R
O
R
M
W
N
E
A
A
D O C
H
I
U
E
T A T T E N D A
E
T
N
R
M U S I C I
S
C
A R T I S T
108
T
O T
V E T
E
A
C
H
E
T O R
N T
A N
Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»
Jobs Crossword 2:
1
3
4
Across
2. A person who does
experiments.
4. Someone who stars
in a movie.
5. Somebody who flies
airplanes.
6. Someone who cleans
buildings.
8. Someone who digs
for metal ore in the
ground.
9. Someone who cooks
food.
12. Somebody who
helps sick animals.
15. Someone who
delivers mail.
18. Somebody who
helps sick people.
19. Someone who
serves people on
airplanes.
20. A person who
tells us the news.
21. Somebody who
plays an instrument.
22. A person who
sings songs.
23. A person who
paints pictures.
2
5
6
7
8
9
10
11
12
14
15
16
17
18
19
20
21
22
23
Down
1. Someone who builds
houses.
3. A person who protects a
country.
4. A person who plays
sports.
5. A person who makes
computer games.
7. A person who helps a
doctor.
10. Someone who grows
crops.
11. A person who goes to
outer space.
109
13. Somebody who teaches.
14. Somebody who puts out fires.
16. Someone who fixes cars.
17. A person who serves food.
18. Somebody who fixes teeth.
13
Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»
Job crossword 3
Aim: to practice topic vocabulary.
Timing: 15 minutes.
Procedure:
- Make copies of the crosswords for every group of students.
- Set the time limit and ask them to work together to find out the words.
- Make it in a form of competition: the first group to finish (or the one with the
most number of the guessed words) are the winners.
- Check the answers with the students.
F I S H E R M
I
R
E
P
S
F
L
C
I
U
I
P R O G R A M M E R
N
A
H
B
N
T
D E N T I
I
C
E
R
H
R
A
A S T
E
C
T
R
V E T
M
M
O
E
A
C O N S T R U C T I
H
L
P
A
C
W
I
N
A
A
S O L D I E R
C
R
I
O
A T H L E T E
I
E
E
R
F A R
110
A N
A
S
R
O
H
E
M I N E
U
S
D
I
O
C
C
R T I S T
O
A
N U R S
T
J
O N A U T
N
R
S
I
U
I
T
C
N W O R K E
G
R
D
E F
R
R
I
V
P O R T E R
R
M E R
R
P
O
L
I
C
E
O
F
F
I
C
E
R
Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»
Jobs Crossword 3:
1
2
3
Across
1. Somebody who
catches fish.
2. Someone who digs
for metal ore in the
ground.
7. A person who
paints pictures.
8. A person who
makes computer
games.
10. A person who
helps a doctor.
11. Somebody who
fixes teeth.
14. A person who
goes to outer space.
16. Somebody who
helps sick animals.
20. Someone who
builds houses.
22. Someone who
cooks food.
24. A person who
protects a country.
25. A person who
tells us the news. 26. A person who plays
sports.
27. Some one who grows
crops. 5
4
6
7
8
9
10
11
12
13
16
14
17
15
18
19
20
21
22
23
24
25
26
27
Down
1. Somebody who puts out
fires.
2. Somebody who plays an
instrument.
3. Somebody who helps sick
people.
4. Somebody who catches
criminals.
5. A person who fixes toilets.
6. A person who does research.
9. A person who raises cattle.
111
12. Someone who cleans
buildings.
13. Someone who stars in a
movie.
15. A person who drives a
truck.
17. Someone who fixes cars.
18. Someone who delivers
mail.
19. A person who sings songs.
21. Somebody who flies
airplanes.
23. A person who serves food.
Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»
“Things that…” Crossword 1
Aim: to practice topic vocabulary.
Timing: 15 minutes.
Procedure:
- Make copies of the crosswords for every group of students.
- Set the time limit and ask them to work together to find out the words.
- Make it in a form of competition: the first group to finish (or the one with the
most number of the guessed words) are the winners.
- Check the answers with the students.
B E E
R
U
S T A
H
T
H
F A L
I
E
R
T
E V E
F
I
G
H A R
T
O
E
A
R
D
S
L I
P A R K
R
S O L
D I U M
N
O
G
R
C O W
L
N
H
S P I D E R
N
F
C
N I N G
B E A
K N I F E
A
H
D W A R E S T O
M
C
O
E
I
K
G A R D E N
A
N
C A M E R A
T
A
I
S I N G E R
S A W
E
T
112
V I N G R O O
E
D I E R
D
L
C
B E D R O O
N
A R T I S T
E
T
A R
C H A I R
C H
C
U
I
H
C
T H E A T E
R E
R
I
C
O
I T C H E N
L
W
D O C T O R
C
R
R A K E
K
E
F A C T O R Y
M
U
S
E
U
M
L
I
B
R
A
R
Y
Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»
1
2
3
4
5
1. Things That…
6
Across
7
8
9
10
1 An insect that makes honey.
11
12
3 A place in a home where
people watch TV.
13
14
6 A place where people picnic.
15
16
17
7 A person who has joined the
army.
18
19
20
21
22
23
24
12 An animal that gives us milk.
25
27
28
26
13 A place in a home where
people sleep.
29
30
14 The season when leaves
change color.
31
32
15 An animal that makes webs.
33
16 A person who draws pictures.
34
18 A thing that people drive.
35
36
8 A place where people see
soccer or baseball games.
19 The time of day when people
eat dinner.
37
38
20 A place where people sit.
Down
22 A place where kids make
sandcastles.
1 Something that people use to paint.
2 The season when farmers plant crops.
23 A thing that people use to cut
meat.
4 A thing that people use to sew.
5 A place where people can see old things and learn history.
9 A person who plays sports.
26 A place where people watch
movies.
27 A place where people buy
tools.
10 The time of day when people eat breakfast.
30 A place in a home where
people cook food.
11 A person who builds buildings.
12 A person who cooks food.
32 A place where people grow
flowers.
14 Someone who puts out fires.
33 A person who cures sick
people.
16 A person who designs buildings.
17 Someone who teaches.
34 Something people use to take
pictures.
21 A place where people borrow books.
24 A person who grows crops.
35 Something people use to clean
up leaves.
25 A thing that people use to catch fish. (4)
36 A person who sings.
28 A place where people drive.
37 A thing that people use to cut
wood.
29 A person who does experiments.
38 A place where people make
things.
31 A thing that people use to tell the time.
32 A place in a home where people park their cars.
113
Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»
“Things that…” Crossword 2
Aim: to practice topic vocabulary.
Timing: 15 minutes.
Procedure:
- Make copies of the crosswords for every group of students.
- Set the time limit and ask them to work together to find out the words.
- Make it in a form of competition: the first group to finish (or the one with the
most number of the guessed words) are the winners.
- Check the answers with the students.
A
R
C
O
T E A
O
D
R
B
M
E
K
C
I
H A T
A
C
N
H
I
E
C O N
A K E
B
C H E R
U
F
S
E A C H
R
M U S
M A
A
P
H
A
R
I C I
H
F I R
T
L O W E E
C
R U C T I
L C A R R
E R
A
I
M
N U
S E
O M E
G
R
A W
P
A
A N
B O
K
L
P
E F I G H T
R
O
E
H
U
I
A L
N
O
A
L
O
T
L
N
E
S T
O N W O R K E R
L
G
S
B
S
H O O K
I
G
I
M U S E U M
G
S P I D E R
H
M
P E N C I L
T
V
D
B E E
M
I
S
I
P
A
E V E N I N G
T
N
A
N
P
R
H
S I N G E R
K
A R T I S T
K
114
I
M
I
C
R
O
S
C
O
P
E
Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»
1
2
2. Things That…
Down
3
4
5
6
7
1 A person who acts in
movies. (5)
8
9
10
2 A place where people
drive. (4)
11
12
13
15
14
3 A thing that people use to
see tiny things like cells.
(10)
16
17
20
18
19
21
22
23
24
4 Something that people use
to paint. (5)
25
5 A thing that people use to
find where they are. (3)
26
6 Something people use to
take pictures. (6)
27
28
29
31
30
32
10 A place where people grow
crops. (4)
33
34
7 A thing that you wear on
your finger. (4)
35
36
37
13 A person who designs
buildings. (9)
15 A person who fixes cars.
(8)
38
39
16 A scientist who studies
dinosaurs. (14)
40
17 A place in a home where
people cook food. (7)
Across
21 Someone who flies
airplanes. (5)
2 Something people use to clean up leaves. (4)
5 A person who delivers mail. (4,7)
23 A scientist who studies
rocks. (9)
8 Someone who teaches. (7)
9 A person who assists a doctor. (5)
24 A holiday when people say
thanks and eat turkey. (12)
11 A place where people live. (4)
12 A place where kids make sandcastles. (5)
14 A thing that people use to cut wood. (3)
25 A thing that people use to
draw straight lines. (5)
18 A person who plays a musical instrument. (8)
28 An animal that can fly. (4)
19 A thing that people read. (4)
29 A time when people go to
the beach. (6)
20 A thing that people wear on their heads. (3)
32 An animal that gives us
wool. (5)
22 Someone who puts out fires. (11)
26 A time when kids wear costumes. (9)
35 The time of day when the
stars come out. (5)
27 A person who builds buildings. (12,6)
30 A thing that people use to catch fish. (4)
31 A place where people can see old things and learn history. (6)
36 A place where people save
money. (4)
37 A place where people
picnic. (4)
33 An animal that makes webs. (6)
34 Something people use to write. (6)
36 An insect that makes honey. (3)
38 The time of day when people eat dinner. (7)
39 A person who sings. (6)
40 A person who draws pictures. (6)
115
Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»
“Things that…” Crossword 3
Aim: to practice topic vocabulary.
Timing: 15 minutes.
Procedure:
- Make copies of the crosswords for every group of students.
- Set the time limit and ask them to work together to find out the words.
- Make it in a form of competition: the first group to finish (or the one with the
most number of the guessed words) are the winners.
- Check the answers with the students.
R
O
F A R
S
D
C
I
B I
S
S
T
O
E
R
L
S H E E
S
D
C
E
O
S
P
E V E N
R
T
A
C
A F T E
O
B I R D
A R C
A
M E R
I
C
T
R T H
A
O
S I N
C
K
O
S
P
G
E
I
V
I
N
I N G
H
D
G
A
I
I
T E C T
O
W A
P
A
L
E
O
N
T
O
L
O
G
I
S
T
B E
Y
S U
R
J
A
E N T
I
H T
O
T R I
P I L O
A
H
R N O O N
K
P L A Y G R O
116
H O M E
A
I T E R
A
A C H
K
A
E
M M E R
E
R
M A P
Z O
U
S
I N E S D A
C
U
I
S A
A
K
N G
C
A
H O O
O R S E
D
F
E
U N D
B E
M
O
N
E
Y
W
K
N
I
F
E
Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»
1
6
2
3
4
7
3. Things That…
Across
5
8
9
10
11
12
13
14
15
16
17
18
19
20
22
21
23
24
25
26
27
28
29
30
33
31
32
34
35
36
37
38
39
40
41
Down
1 A place where people drive. (4)
3 A thing that people drive. (3)
4 An animal that gives us milk. (3)
5 A thing that people wear on their heads. (3)
7 A thing that people use to see tiny things like cells. (10)
9 Something people use to clean up leaves. (4)
10 A thing that people use to cut paper. (8)
11 A holiday when people say thanks and eat turkey. (12)
12 A scientist who studies dinosaurs. (14)
14 Something people use to take pictures. (6)
17 A thing that people use to see far away things like planets. (9)
19 Something people use to buy things. (5)
20 A person who plays a musical instrument. (8)
23 Someone who cleans buildings. (7)
24 A place where camels live. (6)
26 The time of day just after the sun sets. (4)
31 A place where people grow flowers. (6)
32 A person who cooks food. (4)
33 A person who acts in movies. (5)
34 A place where people picnic. (4)
36 A thing that people use to cut meat. (5)
117
2 A person who designs
buildings. (9)
5 A place where people
live. (4)
6 A person who grows
crops. (6)
8 Someone who serves
food in a restaurant. (6)
13 A place where kids make
sandcastles. (5)
15 A time when people eat
cake and get presents.
(8)
16 A time when people go
to the beach. (6)
18 A person who sings. (6)
20 A thing that people use
to find where they are.
(3)
21 A place where people
see animals. (3)
22 An animal that gives us
wool. (5)
25 A time when people give
chocolates and say, "I
love you." (10,3)
27 The time of day when
the stars come out. (5)
28 A thing that people use
to cut wood. (3)
29 The time of day when
people eat dinner. (7)
30 Something people use to
tie things up. (6)
34 Someone who flies
airplanes. (5)
35 A thing that people use
to catch fish. (4)
37 An animal that people
ride. (5)
38 The time of day when
kids finish school. (9)
39 An animal that can fly.
(4)
40 A place where kids can
go on the swings or
down the slide. (10)
41 An insect that makes
honey. (3)
Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»
“Things that…” Crossword 4
Aim: to practice topic vocabulary.
Timing: 15 minutes.
Procedure:
- Make copies of the crosswords for every group of students.
- Set the time limit and ask them to work together to find out the words.
- Make it in a form of competition: the first group to finish (or the one with the
most number of the guessed words) are the winners.
- Check the answers with the students.
Z O
L
I
B
R
A
R
Y
I
B A
P A
H A
C
T
O
R
C
O
N
S
T
R
U
C
T
I
O
N
W
O
R
K
E
R
H R I
U
L
H E E
R
D
S
C
H A I
E
N
T
K
I
S
T
K
D O
A
D W A
N
S
I
S T M A S
A
P
P
H
B O O K
M
B E A
R
R
C L O C
O
H
W
I
H A T
A W
E
S C
H
T
C T O R
R
R E S T O
I
E
N
N G E R
118
H
C
K
I
R
A
R
O O K
A
D E
H
C
O
M U
P
A
S
S S O
U
M O R
M
E
F
R
A
L
T H L
C H E F
A
C A R
A
M
M
S E R T
R
R A K E
E
S E U M
T
O
A
N
U
E
R S
Y
A
N I N G
T
E
E
D
L
E T E
Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»
1
2
3
4
5
6
7
9
10
11
8
12
13
14
15
16
17
18
19
20
21
22
23
25
24
26
27
28
30
29
31
32
35
36
33
37
39
34
38
40
Down
1 A person who builds buildings. (12,6)
2 A thing that people use to draw straight lines. (5)
3 A thing that people use to find where they are. (3)
5 A place where people grow crops. (4)
7 A place where people drive. (4)
8 Something people use to take pictures. (6)
9 A place where people borrow books. (7)
11 A place where people live. (4)
15 A person who does experiments. (9)
18 A person who designs buildings. (9)
20 A thing that people use to find north. (7)
21 A place where people order food. (10)
22 An animal that gives us milk. (3)
24 Something people use to buy things. (5)
29 A time when people go to the beach. (6)
31 An animal that people ride. (5)
32 The time of day when the sun rises. (4)
34 A thing that people use to sew. (6)
36 A person who acts in movies. (5)
37 A thing that you wear on your finger. (4)
38 The season when leaves change color. (4)
119
4. Things That…
Across
1 A holiday when people
give each other presents.
(9)
4 A person who cooks
food. (4)
6 A place where people
see animals. (3)
8 A thing that people
drive. (3)
10 An animal that gives us
wool. (5)
12 A thing that people use
to catch fish. (4)
13 A thing that people read.
(4)
14 An animal that can fly.
(4)
16 A place where camels
live. (6)
17 A place where kids make
sandcastles. (5)
19 A place where people sit.
(5)
21 Something people use to
clean up leaves. (4)
22 A thing that people use
to tell the time. (5)
23 A place where people
can see old things and
learn history. (6)
25 A place where people
save money. (4)
26 A thing that people wear
on their heads. (3)
27 A thing that people use
to cut wood. (3)
28 A thing that people use
to cut paper. (8)
30 A place where people
picnic. (4)
32 A person who cures sick
people. (6)
33 The time of day when
people eat breakfast. (7)
35 A place where people
buy tools. (8,5)
39 A person who sings. (6)
40 A person who plays
sports.
Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»
WORD SEARCH
Aim: to practice topic vocabulary.
Timing: 15 minutes.
Procedure:
- Make copies of the word search grids for every group of students.
- Set the time limit and ask them to work together to find out the words and mark
all the words hidden inside the box. The words may be placed horizontally,
vertically, or diagonally.
- Make it in a form of competition: the first group to finish (or the one with the
most number of the guessed words) are the winners.
- Check the answers with the students.
120
Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»
JOBS
WORD
SEARCH
actor
dentist
miner
scientist
architect
doctor
musician
singer
artist
farmer
nurse
soldier
astronaut
firefighter
pilot
teacher
athlete
janitor
police officer
vet
chef
mechanic
reporter
waiter
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JOBS
WORD
SEARCH
actor
architect
artist
doctor
miner
scientist
astronaut
farmer
musician
singer
athlete
firefighter
nurse
soldier
cashier
flight attendant
pilot
teacher
chef
janitor
police officer
truck driver
mailcarrier
programmer
vet
mechanic
reporter
waiter
construction worker
dentist
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JOBS
WORD
SEARCH
actor
architect
artist
doctor
miner
scientist
astronaut
farmer
musician
singer
athlete
firefighter
nurse
soldier
cashier
flight attendant
pilot
teacher
chef
janitor
police officer
truck driver
mailcarrier
programmer
vet
mechanic
reporter
waiter
construction worker
dentist
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PICNIC WORD SEARCH
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boots
jacket
shoes
coat
pajamas
shorts
dress
pants
socks
gloves
shirt
sweater
hat
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OPPOSITES WORD SEARCH
Match the words with their opposites and then find them all.
on
out
in
off
fast
close
open
down
up
slow
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IRREGULAR VERB PAST TENSE WORD SEARCH
begin
get
say
blow
give
see
bring
go
send
buy
grow
sing
catch
hear
sit
come
know
sleep
do
make
swim
draw
meet
take
drink
read
throw
eat
run
write
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WINTER WORD SEARCH
1. cold
5. snowball
2. frost
6. snowflake
3. icicle
7. snowfort
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4. snowangel
8. snowman
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THANKSGIVING WORD SEARCH
Word Bank
1. corn on the cob
5. mashed potatoes
2. feast
6. pilgrims
3. family
7. pumpkin pie
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4. gravy
8. roast turkey
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CONTINENTS AND OCEANS WORD SEARCH
Africa
Antarctica
Arctic
Asia
Atlantic
Australia
Continent
Equator
Europe
Globe
Indian
North America
North Pole
Ocean
Pacific
South America
South Pole
Southern
What continens are these?
(1)_________
(2)___________
(3)__________
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COUNTRIES WORD SEARCH
animal
bird
bush
camping
farm
field
fishing
forest
harvest
hiking
hill
insect
lake
meadow
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mountain
pond
river
stream
tree
waterfall
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FEELINGS WORD SEARCH
afraid
angry
awkward
bored
cold
comfortable
confident
confused
cool
depressed
dizzy
embarrassed
excited
exhausted
frightened
furious
happy
hot
hungry
itchy
mad
nervous
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relaxed
sad
safe
scared
strange
thirsty
tired
uncomfortable
warm
weak
worried
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MUSICAL INSTRUMENTS WORD SEARCH
band
flute
recorder
bass
guitar
triangle
cello
musician
trombone
clarinet
notes
trumpet
drums
piano
violin
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armor
enchanted
kiss
shield
arrow
evil
knight
spell
bow
fairy
magic
sword
castle
fairytale
mermaid
troll
dragon
frog
ogre
unicorn
dungeon
giant
pirate
witch
dwarf
goblin
princess
wizard
elf
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FOOD WEB WORD SEARCH
carnivore
gather
parasite
catch
graze
pick
decomposer
grow
plant
eat
harvest
predator
energy
herbivore
prey
filter feeder
hunt
scavenger
foodchain
insectivore
sunlight
foodweb
omnivore
trap
There is a secret message hidden in this grid. Can you find it?
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TREE WORD SEARCH
bark
oxygen
branches
palm
cone
pine
flower
roots
fruit
seed
leaves
sunlight
needles
trunk
nut
water
oak
wood
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IREGULAR VERB PAST TENSE WORD SEARCH
begin
get
say
blow
give
see
bring
go
send
buy
grow
sing
catch
hear
sit
come
know
sleep
do
make
swim
draw
meet
take
drink
read
throw
eat
run
write
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MATERIALS WORD SEARCH
cotton
plastic
glass
rubber
leather
wood
138
metal
wool
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DINNER WORD SEARCH
hamburger
salad
hotdog
sandwich
pizza
soup
139
rice
steak
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BIRD WORD SEARCH
beak
feather
bird
nest
chick
talon
140
egg
wing
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SOLAR SYSTEM WORD SEARCH
(1)
(2)
(3)
(4)
(5)
(6)
(7)
(8)
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CHRISTMAS EVE WORD SEARCH
1. cookies
5. Santa
2. elf
6. sleigh
3. reindeer
7. toys
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4. ribbon
8. wrapping paper
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blind
light
sight
deaf
listen
smell
ears
nerve
sound
eyes
noise
taste
feel
nose
tongue
fingers
see
touch
hear
sense
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TRANSPORTATION WORD SEARCH
airplane
ferry
submarine
ambulance
helicopter
subway
boat
horse
taxi
bus
motorcycle
train
camel
rocket
truck
car
ship
van
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INTERACTIVE TOPICAL QUIZZES
Aim: to practice discussion of certain social issues,
Timing: 30 minutes.
Procedure:
- Divide the class into three or four groups (it can be done in pairs).
- Provide each group a copy of three different texts.
- Give them some time to read the texts.
- After they have finished, give each group a worksheet on the text they haven’t
read.
- Ask them to discuss the questions and answer them according to what they think.
- In turns, every group reads out their answers and the group which read the texts
corrects them if the answers are not right.
- The team with the most correct answer is the winner.
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AMERICAN CLASSROOM CUSTOMS QUIZ
1.
2.
3.
4.
5.
6.
7.
If the teacher asks a question, you are expected to give an answer. If you do
not understand the question, you should raise your hand and ask the teacher
to repeat the question. If you do not know the answer, it is all right to tell the
teacher that you do not know. Then he or she knows what you need to learn.
There is no excuse for not doing your homework. If you are absent, you
should call your teacher or someone who is in your class and ask for the
assignment. It is your responsibility to find out what assignments you have
missed. It is not the teacher's responsibility to remind you of missed
assignments.
You must not be absent on a test day. If you are seriously ill, call and let the
teacher know you will not be there for the test. If your teacher allows makeup tests, you should take the test within one or two days after returning to
class. Serious illness is the only reason for missing a test.
Be on time! It is considered rude to be late. Also, it bothers other students. If
you must come in late, be sure to do it quietly. Have your books and papers
out of your bag before you come into the room. Then go to your seat and sit
quietly. In the US it is not necessary to knock before you enter the
classroom. Most of the ELC teachers will give you a low grade if you are
often late.
Have your book out and be ready to begin when the class starts. Your
teacher should not have to ask you every day to take out your book. Be sure
you have a paper and a sharp pencil ready.
In America, you should call your teacher by his or her last name, not
"teacher". Also you should use Mr., Miss, Ms. or Mrs. before the last name
(such as Mrs. Smith or Mr. Jones). This is considered polite. The teacher
will tell you his or her preferred title.
Be courteous to other students. If another student is answering a question,
giving a report or an explanation, you should listen quietly and give them
your attention. Everyone must be treated with the same respect you would
like them to give to you. Also, the question they are asking may be
something you need to know.
It is considered impolite in the U.S. to eat, drink or chew gum during class.
This is reserved for the break. Also, removing one's shoes in the classroom is
not polite.
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8.
9.
10.
11.
12.
13.
14.
15.
If you must leave during class, do so quietly. There is no need to ask the
teacher's permission. However, leaving the class for something other than an
emergency is not acceptable. (Getting a drink or sharpening your pencil is
not considered an emergency.)
Copying another student's test or paper is never acceptable. It is
called cheating. At BYU and most schools in the US, students who cheat are
expelled (kicked out).
Posters, bulletin boards, or any other thing hanging on the wall is considered
property of the school and shouldn't be written on or removed without
permission. (A sign-up sheet may be written on, but only put your name on
it.)
It is not acceptable to put up any sign, announcement or advertisement
without first getting permission from the school office.
Books, backpacks, lunches – anything that belongs to other people is
considered private and should not be moved or tampered with.
Entering a teacher's office or any office with a closed door without knocking
first is not acceptable. Knock first, then wait to be invited in.
It is not considered polite to yell at people to get their attention. When
talking in a group, you should not speak so loudly as to disrupt others who
are close by.
Wearing a hat in class is considered impolite by many teachers. Some
teachers/programs may ignore it, but you should ask permission first.
WORKSHEET
QUESTIONS FOR AMERICAN CLASSROOM CUSTOMS QUIZ
1. When the teacher asks a question, you should ___________.
a. raise your hand.
b. give an answer.
c. repeat the question.
2. If you miss a class, what should you do to find out what assignment was given?
a. call the teacher or a classmate.
b. give an excuse.
c. remind the teacher you were absent.
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3. When are you allowed to take a make-up test?
a. when you are absent on a test day.
b. when you are really sick and call the teacher justifying your absence.
c. when there's a test two days after the previous one.
4. A synonym for bother is ________.
a. please.
b. worry.
c. disturb.
5. Teachers in the USA should be called ___________.
a. by their preferred title plus their last name.
b. 'teacher'.
c. by their first name.
6. A student is considered impolite when he/she _______________.
a. eats and drinks during the break.
b. takes off his/her shoes in class.
c. treats everyone with respect.
7. In most schools in the USA, cheating is considered ______________.
a. acceptable in some cases.
b. a minor fault.
c. a serious fault.
8. What are you not allowed to do without previous permission.
a. speak quietly in a group.
b. knock at the door before entering the teacher's office.
c. put up an announcement.
9. To tamper means ________________.
a. to damage.
b. to insult.
c. to steal.
10. Wearing a hat in class is considered _____________ by many teachers.
a. indignified.
b. rude.
c. charming.
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JOB GOALS QUIZZ
To find the job that is right for you, you must set goals. A goal is a purpose you set for
yourself. It is what you hope for in the future. You have to identify the skills that you
need to get the job you want. Then you need to design a program to help you reach the
level of improvement you set for yourself.
To reach your goal, you must have a specific goal. Decide what you are going to do
and when you are going to do it. Plan ways to achieve your goal. How will you
accomplish it? Next, identify problems that will get in the way of accomplishing your
goal. Then think of possible ways to solve the problems. Finally, evaluate your
progress. Did you reach your goal? Did you get the job you wanted?
Decide what the answer should be.
1. To find the right job, you must set goals.
2. A goal is an interview you set for yourself.
3. In order to get a job you want, you don't have to identify the skills that you
need.
4. You need to design a program to improve.
5. To reach your goal you must have a general goal.
6. You must decide what you are going to do.
7. If you plan, you can achieve your goals.
8. You must identify problems that will interfere with accomplishing your goal.
9. Think of ways to worry about your problems.
10. Evaluate your progress to help you get the right job.
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PERSONAL QUALITIES
By Linda Blake Smith
Personal qualities are personal characteristics of an individual. They are what make up
one's personality. They help a person get along in a new situation. For example,
dependability and patience are qualities that employers would like a good worker to
have. Other qualities employers value are: honesty, assertiveness, flexibility, problem
solving, friendliness, intelligence, leadership, enthusiasm, and a good sense of humor.
Most employers want people who are dependable and who get along with others.
Though skills are important, an employer will select new employees based on their
personal qualities as well.
Personal qualities are personal _________ of an individual.
Personal qualities are what make up one's __________ .
They help a person get along in a new _____________.
For example, __________ is a quality employers would like in a good worker.
Other qualities _________ value are honesty, intelligence, and leadership.
Flexibility, assertiveness, problem solving, and ___________ are also valued.
Most employers want people who are dependable and who get along with ______.
Though skills are important, an employer will select new employees based on their
__________ as well.
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JOB SKILLS
Skills are the activities that a person does well. What things are you good at doing?
Everyone has many skills. Sometimes it is difficult to recognize the skills that you
have.
Job skills are abilities you need for a specific job. For example, a chef needs to know
how to cook and bake. A taxi driver needs to know how to drive a car and read
signs.A secretary needs to know how to type and take messages.
Transferable skills are skills you can use in many different jobs. You can take skills
from one job and use them in a very different job. Speaking English well, for instance,
is a skill you can use in almost any job. Some examples of transferable skills are
teaching other people, solving problems, accepting responsibility, organizing projects,
making decisions, and creating new ideas. Employers want to select employees who
have or who can learn the skills necessary to do the job. This quiz is part of
the HTML-Only Self-Study Quizzes which is part of Activities for ESL Students,
a project by The Internet TESL Journal.
Read each sentence carefully. Choose the best word for your opinion to fill in the
blank.
__________ are activities a person does well.
Everyone __________ many skills.
Sometimes it is difficult ________ the skills you have.
Job skills are __________ you need for a specific job .
__________ skills are skills you can use in many different jobs.
An example of a transferable skill is ___________.
An example of a job skill is __________ .
Employers want to select people who can learn the __________ necessary
to do the job.
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JOB DUTIES
Job duties are tasks you must do on a job. They are the responsibilities you have for
a particular job. A job description lists the duties you will do for your job. For
example, an auto mechanic would repair and paint cars. A file clerk would file forms,
answer the telephones, and sort mail. A bookkeeper would prepare bills, keep books,
and type bills. The list of activities you are required to perform for any occupation are
the job duties.
Decide what the answer should be as a best word in this case.
Job duties are_______ you must do on a job.
They are the ________ you have for a particular job.
A job description lists the _______ you will do for your work.
An auto mechanic would _________ and paint cars.
A ___________ would file forms, answer telephones, and sort mail.
A bookkeeper would prepare bills, ___________ and type bills.
The list of activities you are required to perform for any occupation are
the ______.
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WANT ADS
Want ads are messages in the newspaper where you can find out about many different
things. They are also known as the classified advertising section and you can find out
about job openings there. The "Help Wanted" section is a part of the newspaper with
want ads placed by people who have jobs to fill. After you find the "Help Wanted" or
"Employment" section, you will see other titles under these general titles. They are
called subheadings. For example, you can look under the subheading "Office" or
"Clerical" if you have special skills as a secretary or typist. The jobs are listed in
alphabetical order under the subheadings.
You can read the want ads to learn general information about available jobs or to learn
specific information about a particular job that interests you. Reading the want ads
will help you better understand the jobs that are available. However, only a small
group of people get jobs through the want ads. Often the jobs offered are entry level
jobs or beginning jobs. If you have little experience as a worker, want ads may help
you find the job you looking for.
Read each sentence carefully. Choose the best word for your opinion to fill in the
blank.
Want ads are _______ in the newspaper where you can find out about many
different things.
They are also known as the ___________ advertising section, and you can find
out about job openings there.
The _________ section is a section with want ads placed by people who have
jobs to fill.
After you find the "Help Wanted" or ________ section, you will see other titles
under these general titles.
They are called ___________ .
For example, you can look under the subheading ___________ if you have
special skills as a secretary or typist.
The jobs are listed in ____________ order.
Reading the want ads will help you better understand the jobs that are _______.
Only a ________ group of people get jobs through the want ads.
Often the jobs offered are entry level jobs or _______ jobs.
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JOB ANNOUNCEMENTS
Job announcements are also called job listings. They have the same information as
want ads, but you do not find job announcements in the newspaper. You can find job
announcements at government or private offices that help people look for jobs. For
example, Job Service is an office that helps people look for jobs. Many employment
agencies charge money for their service. However, the government agencies are free.
Read each sentence carefully. Choose the best word for your opinion to fill in the
blank.
1. Job ________ are also called job listings.
2. They have the same information as _________, but you don't find job
announcements in the newspaper.
3. You can find job announcements at government or ________ offices that help
people look for jobs.
4. For example, Job Service is an _________ that helps people look for jobs.
5. _________ also help people look for jobs.
6. Government offices are usually __________ .
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NETWORKING
By Linda Blake Smith
The most effective way to find a job is through networking. Family, friends,
neighbors, people you worked with in your last job, classmates, and other people you
know can help you find a job. Ask them to help you. This is called networking. You
can begin networking with anyone who knows people and is willing to talk to you.
The people you are then referred to are likely to know even more about the job you
want. Each referral will try to be helpful and refer you to someone who knows even
more than they do.
You need to convince the people you see that you have the skills to do a good job.
They must like you, or it will be difficult to get them to help you. Tell them what kind
of job you are looking for and what skills, experience, and other credentials you have
for that job.
Read each sentence carefully. Choose the best word for your opinion to fill in the
blank.
The most effective way to find a job is through _______.
Family, ________ neighbors, people you worked with in your last job,
classmates, and other people you know can help you find a job.
You can begin networking with ________ who knows people and is willing to
talk to you.
The people you are then ________ are likely to know even more about the job
you want.
Each referral will try to be ___________ and refer you to someone who knows
even more than they do.
You need to _________the people you see that you have the skills to do a good
job.
They must like you, or it will be _________ to get them to help you.
Tell them what kind of job you are looking for and what ________ experience,
and other credentials you have for that job.
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JOB APPLICATION
A completed job application provides the employer with two kinds of information
about you. First, it provides answers to questions about your education and work
experience. Second, it provides information about your ability to follow directions,
work neatly, spell correctly, and provide accurate and complete data. This information
is provided by "how" you fill out the application form.
A completed job application is a statement about your personal, educational, and work
experience. It is also a statement about some of your other very important
characteristics as a person and as a prospective employee. It is very important that you
take the time to make every job application that you fill out a very positive statement
about you as a person and as a future employee. You need to be thorough in your
preparation and then careful while you are filling the application out.
When you fill out the form, be sure to follow directions. Be neat. Provide only positive
information. For example, list any unpaid volunteer experience in the work experience
section. The job application represents who you are.
Read each sentence carefully. Choose the best word for your opinion to fill in the
blank.
A completed job application gives the employer two kinds of _______ about
you.
It provides answers to questions about your education and ______________ .
It provides information about your ability to _________ work neatly, spell
correctly, and provide accurate and complete data.
This information is provided by __________ you fill out the application form.
A completed job application is a __________ about your personal, educational,
and work experience.
It also tells about important characteristics about you as a person and as
a __________ employee.
It is very important that you take the time to make every job application that
you ________ a very positive statement about you as a person and as a future
employee.
You need to be complete in your preparation and then ______ while you are
filling the application out.
The job application represents who ________ are.
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RESUME
A resume is an individualized, written summary of your personal, educational and
experience qualifications. It is designed to present you as a prospective employee. Not
everyone needs a resume. However, if you are looking for a professional, technical,
administrative, or managerial job, you will need a resume. Applications for many
clerical and sales positions also require a resume.
A resume is like a written sales presentation. It alone will not get you a job. However,
an effective resume creates a favorable impression of you while presenting your
abilities and experience. Your resume can be used as a response to an ad. It can also be
used as a letter of introduction for an interview. It is a fact sheet that tells a prospective
employer that you are a desirable prospective employee.
Read each sentence carefully. Choose the best word for your opinion to fill in the
blank.
A _____ is an individualized, written summary of your personal, educational
and experience qualifications.
It is______ to present you as a prospective employee.
Not ______ needs a resume.
Applications for many clerical and sales positions also require a _________.
A resume is like a ________ sales presentation.
It alone will not get you a ________.
An effective resume _________ a favorable impression of you while presenting
your abilities and experience.
Your resume _______ be used as a response to an ad.
It is a fact sheet that tells a _______ employer that you are a desirable future
employee.
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WALKING IN
When a business has a job opening, this business is looking for a new worker. Many
businesses put "Help Wanted" signs in the window when they have job openings.
When you see "Help Wanted" signs, you can go into companies and ask about jobs.
This is called "walking in." Sometimes companies have job openings, but they don't
put up signs. You can walk into these companies and ask about jobs. When you walk
into a company, the first person you talk to is usually the receptionist or another
employee. Later, you can sometimes talk to the manager.
Decide what the answer should be.
When a business has a job opening, the business is looking for a new worker.
All businesses put "Help Wanted" signs in the window when they have job
openings.
When you see "Help Wanted" signs, you can't go into the companies and ask
about jobs.
Sometimes companies have job openings, but they don't put up signs.
You can walk into any company and ask about jobs.
When you walk into a company, the first person you talk to is usually the boss.
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INTERVIEW
An interview is a meeting between an employer and an applicant to talk about a job.
A job interview is your opportunity to present your skills to an employer in person.
During the interview, an employer judges your qualifications, appearance, and general
fitness for the job opening. The interview is your opportunity to convince the
employer that you are right for the job.
The interview also gives you a chance to evaluate the job, the employer, and the
company. The interview helps you decide if the job meets your career needs and
interests.
It is very important to prepare for a job interview. If you prepare well, the interviewer
will know that you are organized and that you are really interested in the job. If you
learn as much as you can about the job and the company before the interview, and if
you are careful about your appearance, then you will make a good impression. If you
practice the interview questions that managers usually ask, then you will feel confident
when you speak.
Decide what the answer should be.
An interview is a meeting between an employer and an applicant to talk about
a job. A job interview is your opportunity to present your job duties in person to an
employer.
During the interview, an employer judges your qualifications and appearance.
The interview is your opportunity to convince the employer that you are wrong
for the job.
The interview gives you a chance to evaluate the employer and company.
It is not very important to prepare for a job interview.
If you prepare well, the interviewer will know that you are organized and that you
are really interested in the job.
If you learn as much as you can about the job and the company before the interview,
and if you are careful about your appearance, then you will make a good impression.
If you don't practice the interview questions that managers usually ask, then you
will feel confident when you speak.
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A JOB INTERVIEW
Read the dialogue and then answer the questions.
Interviewer: So, why do you want to be a computer programmer?
Jason: Well, I don't like working in a fast food restaurant, and I want to make more
money.
Interviewer: I see. Do you have any experience?
Jason: No, but I'm a fast learner.
Interviewer: What kind of computer do you use?
Jason: Computer? Uhm, let me see. I can use a Mac. I also used Windows 95 once.
Interviewer: That's good.
Jason: May I ask a question?
Interviewer: Please, go ahead.
Jason: Will I be able to find a job as a computer programmer?
Interviewer: Umm, err, ahh....
Choose the correct answer.
1. What job does Jason want?
a. Cook
b. Computer programmer
c. Cameraman
2. Where does Jason work?
a. In a restaurant
b. For a computer company
c. At a school
3. Why does Jason want a new job?
a. he's bored
b. he quit his job
c. he wants more money
4. Does Jason have programming experience?
a. yes
b. no
5. Jason is a slow learner.
a. true
b. false
6. What kind of computer does Jason use?
a. a Mac
b. Unix
c. Amiga
7. Has Jason ever used Windows 95?
a. yes
b. no
8. Will Jason get a new job?
a. yes
b. no
c. I don't know.
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CONTESTS & QUIZZES
GENERAL KNOWLEDGE
Aim: To organize discussion.
Timing: 30–40 minutes.
Procedure:
- Announce a general knowledge quiz and then ask the kind of questions given in
the box.
- The students can volunteer answers or you can ask them to write down what they
think the answer might be.
Variation 1:
Ask each student to research and write down at least three questions and answers.
Ask them to give their reference for their facts. Use these in the quiz.
Variation 2:
Divide the class into groups of four. Ask the questions and give the students exactly
45 seconds to discuss each question and to agree on an answer in their groups. Each
group gives its answer and then you (or a student in the role of quiz master) give
the authoritative answer.
Answers:
1. Nepal/Tibet border.
2. 8.848 metres.
3. South America.
4. Montevideo.
5. The two-humped Bactnan camel lives in the Central Asian Steppes.
6. The African elephant has larger ears and longer back, legs.
7. France/Paris.
8. Spanish.
9. Red, white and blue.
10. Red.
11. The Amazon and the Nile are about the same length.
12. 6,448 km for the Amazon and 6,670 for the Nile. However, it is
impossible to be absolutely sure.
13. Santo Angel in Venezuela – 979 metres.
14. The UK 240,937 km2, France 547,026 km2, Spain 504,782 km2.
15. The Thames.
16. A place where many kings and people of the court were buried – in Luxor,
Egypt.
17. Save Our Souls.
18. Trunk.
19. The moon.
20. A and I.
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BOX: General knowledge
Elementary level
1. Where is Mount Everest?
2. How high is Mount Everest?
3. Where do anteaters live?
4. What is the capital city of Uruguay?
5. Where does the two-humped camel live?
6. What are the differences between African and Indian elephants?
7. Where is the Eiffel Tower? Which country and which city?
8. What is the official language of Chile?
9. What are the colours of the French flag?
10. What colour do you add to blue in order to make purple?
11. Which is the longest river in the world?
12. How long is the longest river in the world?
13. Which is the highest waterfall in the world?
14. Which is the biggest country: the United Kingdom, France or Spain?
15. Which river flows through London?
16. What and where is the Valley of the Kings?
17. What is SOS in the international Morse code?
18. What is the American English word for the boor of a car?
19. Where is the Sea of Tranquillity?
20. What are the shortest words in English?
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NUMBERS, NUMBERS, NUMBERS…
Aim: To consolidate and practise numbers and superlatives.
Timing: 30–40 minutes.
Procedure:
- Pre-teach key vocabulary: life expectancy, linguist, grape, diameter, spin, smell.
- Put the students into groups of three and give a different set of questions and
answers to each student. The students must not show each other their worksheets.
- Student A should then read out the first question on his / her list. Students В and
С look at their pool of answers and try to agree on the correct answer. The clues
(e.g.: kph, hours, centimetres, etc.) should help them. Student A writes this down in
the 'Answers' column. Then Student В reads out the first question on his / her list
and Students A and С try to find the correct answer.
- The students continue taking turns to ask their questions until all the questions
have been asked.
- Circulate and monitor. Check the answers in open class. The group with the most
correct answers is the winner.
Answers:
Student A
1 192
2 206
3 63.4 years
4 200,000
5 in the 1850s
6 272 centimetres
Student В
1 250
2 32
3 38 litres
4 1948
5 58 C
6 99.8 metres
Student С
1. 100,000 times a day
2. 12,756 km
3. 25 %
4. 900 years ago
5. 1,070 kph
6. 5,000
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GLOBETROTTERS
Aim: To practise the Present Perfect.
Timing: 30 minutes.
Procedure:
- Divide the class into groups.
- Tell the students that they have to award the 'Globetrotter Extraordinaire' trophy.
Give each student a copy of the worksheet.
- Allow a couple of minutes for silent reading. Circulate, checking that students
have understood.
- Ask the students, to discuss the questions and complete each line with the name of
one student in the group.
- After the discussion the students decide who to award the trophy to.
- Let the spokesman/woman for each group announce the winners.
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LIES AND STATISTICS
Aim: To practise speaking and listening.
Timing: 30 minutes.
Procedure:
- Divide the class into groups of four or five.
- Give each group a copy of the top half of the worksheet but not the answers.
- Explain that some of the sentences are true, some false. Allow a few minutes for
silent reading.
- Use the picture on the worksheet to introduce the concept of an auction.
Elicit/check vocabulary such as bid, bidder, etc. and ask concept questions like:
“Are prices fixed beforehand at an auction?”.
- Explain the rules of the game.
• The teacher is the auctioneer.
• Each group has £2,000 which they must use to buy as many true sentences as
they can.
• Groups get one point for each true sentence they buy.
• Money is deducted from their total whether the sentence is true or false.
• The winning group is the one with the most points when all the sentences have
been auctioned.
- Give the groups a few minutes to decide together which sentences they want to
buy, and how much they will pay for them.
- Auction the sentences one at a time. As each sentence is sold, tell the group
whether they have bought a true or false sentence.
If no one wants to buy a sentence and you are unable to trick or convince the
students that it is true, move on to the next sentence, having told the class the real
fact.
Notes & comments
If you have access to an OHP, you can run the auction without giving the students a
chance to see the sentences first. Or, you can write them on the board.
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CHRISTMAS STORY QUIZ
Answer the questions.
1.
2.
3.
4.
5.
6.
7.
8.
9.
Where did Mary and Joseph have to sleep?
Where did the baby Jesus sleep?
What did the wise men follow?
What was Joseph's job?
What town did Joseph and Mary go to?
Who were watching the sheep?
Did Joseph and Mary see an angel?
What did the wise men bring?
What was the evil king's name?
HALLOWEEN 1
Choose the correct answer.
1.
Halloween is celebrated on ___________.
a. February 14th
b. July 14th
c. October 31st
d. December 25th
2.
The word comes from medieval England's All Hallows' ____________.
a. eve
b. time
c. month
d. rite
3. It's believed that __________ have supernatural powers, and that they fly on
broomsticks.
a. Wizards
b. Witches
c. Fairies
d. Ghosts
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4. Halloween is the time for _________ fun.
a. spooky
b. frosty
c. very
d. plenty
5. ___________ and black are colors associated with Halloween.
a. Blue
b. Red
c. Orange
d. Green
6. ___________ are carved into Jack-o'-Lanterns.
a. Pumpkins
b. Melons
c. Potatoes
d. Onions
7. Children wear scary ___________.
a. habits
b. costumes
c. gowns
d. customs
8. Children go from door to door asking for ___________.
a. tricks
b. treats
c. money
d. coins
9. When children go to someone's door they say "_____________."
a. Trick or treat
b. Treat or trick
c. Treat or treat
d. Trick or beat
10. ________________ are also associated with Halloween.
a. Black dogs
b. Brown bears
c. Black cats
d. White cats
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HALLOWEEN 2
Choose the correct answer.
1.
What do we call the first of November?
a. All Saints' Day
b. Halloween
2.
Halloween originated in __________.
a. the USA
b. England
c. Ireland
3.
Which two are not symbols of Halloween?
a. Black cats
b. Witches
c. Skeletons
d. Pumpkins
e. Fireworks
f. Turkey
4.
A "jack o'lantern" is:
a. a game
b. a cartoon hero
c. a carved pumpkin
5. "Trick or treat" is ______________.
a. a movie that won an Oscar
b. a computer game
c. a Halloween phrase
6. When children yell Halloween phrases they hold their ________ wide open.
a. wallets
b. bags
c. mouths
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HOW TO MAKE A HALLOWEEN JACK-O'-LANTERN
Choose the right answer.
1. Go to the store and _________ a pumpkin.
a. bought
b. buy
c. buys
d. buying
2. _________ a pumpkin that has a shape that you like.
a. Selecting
b. Select
3. When you get home, _________ the pumpkin.
a. wash
b. washing
c. washes
d. washed
4. Next, _________ the pumpkin on the table.
a. place
b. placed
c. placing
5. _________ a large hole around the top of the pumpkin.
a. Cut
b. Made
c. Put
6. Put your hand inside the pumpkin and _________ out the seeds.
a. took
b. take
7. Now it is time to _________ a face.
a. made
b. make
c. making
8. __________ the eyes, nose and mouth on the pumpkin.
a. Draw
b. Drew
c. Drawing
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9. __________ out the eyes, nose and mouth with a knife.
a. Cut
b. Made
c. Hole
10. Your pumpkin becomes a Jack-o'-Lantern when you ________ a candle in it.
a. place
b. placed
c. placing
SANTA CLAUS
Answer the questions.
1. What colour is Santa's suit?
2. What is Santa's lead reindeer called?
3. What do the reindeer pull for Santa Claus?
4. What colour are Santa's boots?
5. What night does Santa come?
6. How does Santa get into the house?
7. What does Santa carry the toys in?
8. What do children hang up for Santa to put the toys in?
9. If you are a bad boy or girl, what does Santa bring you for Christmas?
10. Who helps Santa to make toys at the North Pole?
SOME AMERICAN HOLIDAYS
What is the holiday?
1. It's celebrated on January 1st.
2. It's observed on the 3rd Monday in January.
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3. It's celebrated on February 12th.
4. It's celebrated on February 14th.
5. It's celebrated on March 17th.
6. It's celebrated on the third Saturday in May.
7. It's observed on the last Monday in May.
8. It's celebrated on June 14th.
9. It's celebrated on July 4th.
10. It's celebrated on October 12th.
11. It's celebrated on October 31st.
12. It's celebrated on November 11th.
13. It's celebrated on the 4th Thursday in November
14. It's celebrated on December 25th.
SOME BRITISH FESTIVALS AND HOLIDAYS
What is the holiday?
1. It's celebrated on January 1st.
2. It's celebrated on the Tuesday 40 days before Easter.
3. This festival is the first day of Lent, 40 days before Easter.
4. It's celebrated on February 14th.
5. This solemn day is the Friday before Easter.
6. It's celebrated on the first Sunday, after the first full moon, after March 21st.
7. This festival is held on April 1st.
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8. This is a bank holiday held on May 1st.
9. This holiday used to be held 50 days after Easter but now it is held the last
weekend of May.
10. This celebration is held the second Saturday in June.
11. It's celebrated on October 3st.
12. It's celebrated on November 5th.
13. This anniversary is held on November 11th or the next Sunday
14. It's celebrated on December 25th.
15. This holiday is held on December 26th.
SOME JAPANESE HOLIDAYS
What is the holiday?
1. It's celebrated on January 1st.
2. It's celebrated on the 15th of January.
3. It's celebrated on February 1th.
4. It's celebrated on March 21st.
5. It's celebrated on April 29th.
6. It's celebrated on May 3rd.
7. It's celebrated on May 5th.
8. It's celebrated on September 15th.
9. It's celebrated on September 23rd.
10. It's celebrated on October 10th.
11. It's celebrated on November 3rd.
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12. It's celebrated on the 2nd Monday in November.
13. It's celebrated on November 23rd
14. It's celebrated on December 23rd.
EASY VALENTINE'S DAY QUIZ
Answer the questions.
1. What month is Valentine's Day?
2. What date is it?
3. How do you spell 14th?
4. What colour is popular?
5. What shape is popular?
6. What kind of mail is most often sent?
7. What kind of candy is most often given?
8. What greeting is often said on this day?
9. Is Valentine's Day a public holiday?
10. Personal columns have a lot of messages of love on this day. Where are
personal columns found?
SAINT PATRICK'S QUIZ
Choose the correct answer.
1. Saint Patrick's Day is _________ Irish holiday honoring Saint Patrick.
a. the
b. an
c. ones
d. [nothing]
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2. Saint Patrick's Day is celebrated __________ March 17th.
a. in
b. on
c. at
d. about
3. Saint Patrick was a Christian missionary who _____________ credit for the
conversion of Ireland ________ paganism.
a. gave / from
b. is given/ of
c. has given / about
d. was given / from
4. Shamrock is ________ traditional symbol ___________ Saint Patrick's Day.
a. the / of
b. the / for
c. X / of
d. X / off
5. A shamrock resembles a __________ clover.
a. three-leaf
b. three-leaves
c. tree-leaf
d. three-leafs
6. Saint Patrick used the shamrock ______________ a metaphor to explain the
concept of the Trinity (father, son and holy spirit).
a. like
b. as if
c. as
d. how
7. Green is _______ Saint Patrick's Day because _________ the color of spring,
Ireland, and the shamrock.
a. associated with / is
b. associated with / it is
c. associate with / it is
d. associate / is
8. The first American celebration of Saint Patrick's Day __________ in Boston,
Massachusetts in 1737.
a. held
b. has held
c. is held
d. was held
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9. The largest parade __________ Saint Patrick takes place in New York City.
a. in honor of
b. honoring of
c. with honor of
d. on honor of
10. The Saint Patrick's Cathedral in Dublin is perhaps the most famous
cathedral __________ Saint Patrick.
a. named by
b. named for
c. named after
d. named from
EASTER QUIZ
Choose the correct answer.
1. Easter is a Christian feast that _______ the resurrection of Jesus Christ.
a. commemorate
b. commemorates
c. will commemorate
d. has to commemorate
2. It is one of _________ holy days in the calendar of Christian churches.
a. most
b. the more
c. more
d. the most
3. Easter symbolizes God's promise that ___________ soul is immortal.
a. man
b. men
c. man's
d. mans'
4. Easter was __________ a pagan festival.
a. original
b. originally
c. origin
d. originated
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5. The symbol of the Easter rabbit ___________ by the Germans to America.
a. was brought
b. had brought
c. was bought
d. brought
6. At Easter, it's a custom for children to hunt colored eggs and place _______ in
an Easter basket.
a. their
b. it
c. them
d. its
7. Rabbits are also associated __________ Easter.
a. to
b. upon
c. within
d. with
8. The Easter Bunny is a symbol of ___________ and new life.
a. fertilization
b. fertility
c. fertile
d. fertilized
9. The egg is a symbol of _________ in many cultures, thus it's associated with
Easter.
a. rebirth
b. birthday
c. birthing
d. born
CHRISTMAS IN DENMARK
Choose the correct answer.
1. Christmas is an important holiday for most Danes, because it is almost the
only tradition ________ we all have in common.
a. who
b. that
c. what
d. as
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2. We celebrate Christmas ____________ the 24th of December in the evening.
a. at
b. in
c. on
d. of
3. Everybody has got an Advent wreath, made of spruce, with four candles and
lots of ribbons, for ________________ time until Christmas Eve.
a. measures
b. measuring
c. measure
d. measurement
4. The children watch a ________________ story on TV in December named
"The Christmas Calendar". There is a surprise for every day.
a. continuing
b. continue
c. continuation
d. continues
5. On the 24th in the afternoon, many people ____________ to church.
a. went
b. gone
c. going
d. go
6. We normally eat duck or roast pork ____________ Christmas dinner.
a. for
b. with
c. in
d. to
7. After dinner we walk ____________ the Christmas tree, singing carols.
a. into
b. over
c. around
d. up
8. And finally, the long awaited moment, when it is time to ______ the presents
that have been lying under the tree.
a. wrap
b. unpack
c. unwrap
d. wrap up
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CHRISTMAS TRADITIONS
Define the correct answer.
1. What bird is cooked for Christmas dinner?
2. Where are the presents kept before opening them?
3. What is hung outside on the door?
4. What kind of songs are sung?
5. Before electricity, these were put on the trees?
6. What is a common four letter abbreviation of Christmas?
7. What plant with red berries is used for decorations?
8. What do you kiss under?
9. What kind of calender is opened by children leading up to Christmas?
10. What are pulled at the table?
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EASTER
Read the following story and answer the questions that follow.
Easter is celebrated every spring. It is always celebrated on a Sunday. Easter has its
roots in many traditions gathered from many parts of the globe.
There are many symbols of Easter. German settlers to Pennsylvania brought with
them the story of the Easter Bunny. Children believed that if they were good, the
Easter Bunny would lay a nest of colored eggs. Because rabbits are known for
producing a lot of young, especially in the springtime, they symbolize new life. As
the Easter Bunny custom spread across the country, it led to other traditions such as
Easter baskets and gift giving.
Birds lay a great number of colorful eggs in the spring which has brought about the
use of Easter eggs, egg dyeing and egg hunts. Long ago, the egg was honored
during many springtime festivals. Egg dyeing was popular in ancient times and
continues to be popular today. To the Christian, the egg represents the rebirth of the
earth and of man.
Ham is the traditional food of Easter. This type of pork is popular throughout the
world. In many cultures, the pig is a symbol of prosperity.
As you have learned, Easter in America is a mixture of a lot of cultures, stories, and
Christian beliefs. However, the reason for the celebration remains the same – to call
to mind our crucified Jesus who rose from the dead to save us.
Answer the guestions.
1.
2.
3.
4.
5.
6.
7.
8.
On what day of the week is Easter celebrated?
What symbol of Easter did the German settlers bring with them?
What do rabbits symbolize?
What are two other customs that came from the Easter Bunny tradition?
What does the egg represent to the Christian?
What do Americans traditionally eat on Easter?
What is the pig a symbol of?
Do Easter customs come from only American beliefs?
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GROUNDHOG DAY QUIZ
Choose the correct answer.
1. Another name for a groundhog is________.
a. a woodchuck
b. a squirrel
c. a fox
2. Groundhog Day is February________.
a. 14th
b. 2nd
c. 22nd
3. The groundhog pops up out of its________.
a. hole
b. nest
c. lair
4. The groundhog is looking for its________.
a. mother
b. friend
c. shadow
5. If the sun is shining, it will________its hole.
a. go back into
b. stay out of
c. run around
6. If it doesn't see its shadow, ________.
a. there will be six more weeks of cold weather
b. spring will come early this year
c. it will rain for the next two weeks
7. The groundhog lives in________.
a. the ground
b. a tree
c. a river
8. The groundhog spends all________ in its hole.
a. winter
b. spring
c. autumn
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9. People are looking________ to spring.
a. backward
b. forward
10. This kind of belief is called a________.
a. festival
b. superstition
c. true story
MEMORIAL DAY QUIZ
Choose the correct answer.
1. The first ________ of Memorial Day was on May 5, 1866.
a. observe
b. observes
c. observance
d. observations
2. The first Memorial Day ________"Decoration Day".
a. is called
b. was called
c. had called
d. have called
3. Soldiers who ________ in previous wars were honored as well on May 30,
1868.
a. dying
b. had died
c. dyes
d. dead
4. The Confederate (Southern) States, however, ________ to observe it on the
fourth Monday of April.
a. decides
b. decided
c. decide
d. deciding
5. In 1971, along with other holidays, President Richard Nixon ____________
Memorial Day a national holiday on the last Monday in May.
a. declares
b. declaring
c. declare
d. declared
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6. Arlington National Cemetery in Virginia is the ________ largest national
cemetery.
a. nations
b. nations's
c. nations'
d. nation's
7. Astronauts, explorers and other distinguished Americans ________with a
special place at Arlington National Cemetery.
a. will all honor
b. be all honored
c. should all honor
d. have all been honored
8. On Memorial Day, the President or Vice President of the United States
________ a speech and ________a wreath on the "Tomb of the Unknowns".
a. gives, lies
b. gives, lays
c. give, lay
d. give, lie
9. There is a chance that one of the soldiers buried ________ is a father, son,
brother or friend of those who visit the graves.
a. here
b. where
c. their
d. how
10. Over the years it came to serve as a day ________ all US men and women
killed or missing in action in all wars.
a. remembered
b. remembers
c. to remember
d. remembering
PRESIDENTS' DAY QUIZ – TRUE OR FALSE
Define the correct answer.
1. Presidents' Day is celebrated the third Monday in February.
2. It honours two great presidents, President Washington and President Clinton.
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3. President Washington was the first American president.
4. President Washington is the only president to have a state named after him.
5. President Lincoln's first name was George.
6. Pictures of both presidents heads can be found on US. banknotes.
7. President Lincoln wrote the US Constitution.
8. Bothpre sidents were as sassinated.
9. President Lincoln helped end slavery in the United States.
10.
President Washington was born on February 9th.
A GREEN QUIZ FOR ST. PATRICK'S DAY
Choose the correct answer.
1. Which one of these color words is a shade of green?
a. Cerulean
b. Chartreuse
c. Vermilion
d. Titian
2. A green thumb is:
a. A first time hitch hiker.
b. Someone who is clumsy with his or her hands.
c. Someone who is good at gardening.
3. A green horn is:
a. Someone with little or no experience.
b. An ecologically safe musical instrument.
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4. A person who is said to have green "eyes" feels:
a. Envy
b. Hatred
c. Love
5. A person who is green "around the gills" is:
a. A lover of seafood
b. Has trouble breathing
c. Nauseous
d. Happy
6. The proverb "A hedge between keeps friendships green" means:
a. Friendships are hard so don't expect them.
b. Friends are always separated by something.
c. Privacy is important for friendship.
7. The proverb "The grass is always greener on the other side of the fence" means:
a. People always think that they would be happier in a different situation or
place.
b. Farmers always wish they could own their neighbor's land.
c. Grass grown in the shade of a fence stays green.
8. The euphemism "green goods" refer to:
a. Ecologically friendly paper
b. Vegetables
c. Counterfeit bank notes
d. Green colored clothing
9. The euphemism "green mailer" refers to:
a. A corporate raider who seeks to get paid to go away
b. A postal employee in a green uniform
10. The euphemism "green carder" refers to:
a. A member of Green Peace
b. The holder of a U.S. work permit
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11. The euphemisms "green van" in the United Kingdom or "green cart" in
Australia refer to:
a. A environmentally friendly vehicle
b. An electric golf cart
c. Mental hospital ambulance which is typically colored green
12. The euphemism "green hornet", in Toronto, Canada refers to:
a. A type of insect
b. A motorcycle traffic policeman who wears a green uniform
c. A cartoon character
13. The euphemism "green man" is:
a. A British pub term for the men's toilet
b. The caretaker of a golf course
c. Is the shop keeper of a vegetable store
14. The euphemism "green monkey disease" refers to:
a. Drug addiction
b. AIDS
c. Malaria
15. The euphemism "green needle" refers to:
a. A reusable hypodermic needle
b. A needle that gardeners use to inject fertilizer into soil
c. A lethal injection of cyanide
16. What are the names of some green vegetables?
17. What are the names of some green fruits?
18. The euphemism "green willow" means:
a. To grieve for the loss of a loved one
b. To plant a new tree in the park
19. The euphemism "greenbacks" refers to:
a. Ecological refugees
b. US dollars
c. Freshman football players
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20. The euphemism "Greensburg prep" refers to:
a. Someone who attends a private school in Greensburg, Pennsylvania
b. The preparation for surgery given at Greensburg memorial hospital
c. A model state prison pre-release center near Greensburg, Pennsylvania
ST. PATRICK'S DAY
Choose the correct answer.
1. St. Patrick is the patron saint of ________.
a. England
b. France
c. Ireland
2. St. Patrick's Day is celebrated on _____________.
a. February 14th
b. March 17th
c. December 25th
3. In New York city a huge ________ is held to celebrate St. Patrick's Day.
a. parade
b. marathon
c. demonstration
4. A _________ strip is painted down the centre of 5th Avenue.
a. yellow
b. red
c. green
5. Millions of Shamrocks are flown from Ireland. A shamrock is a small plant
with _______ leaves.
a. one
b. two
c. three
d. four
6. Green is the colour that _________ the Irish people.
a. indicates
b. suggests
c. represents
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7. St. Patrick's Day is celebrated on the day that Patrick _________.
a. got married
b. was born
c. died
8. A well known story about him says that he drove all the ________ out of
Ireland.
a. snakes
b. bears
c. women
9. Many famous politicians including President _______ are of Irish descent.
a. Nixon
b. Clinton
c. Kennedy
10. St. Patrick was born in _________.
a. England
b. Ireland
c. the U.S.A.
VALENTINE'S DAY QUIZ 1
Choose the correct answer.
1. Valentine's Day ____________ on February 14th.
a. celebrates
b. had celebrated
c. is celebrated
d. celebrated
2. Cupid is the most famous ___________ of Valentine.
a. symbol
b. sign
c. motif
d. hint
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3. It's known that this mischievous _____________ child shoots darts of desire
and make men fall deeply in love.
a. swinged
b. wigged
c. winged
d. winded
4. The ___________ of Saint Valentine's Day had its origin in a belief that birds
began to pair on February 14th.
a. costume
b. habitat
c. custom
d. customer
5. The festival became associated with the ____________ day of two Roman
martyrs, both named St. Valentine, who lived in the 3rd century.
a. fast
b. feast
c. feature
d. fist
6. Valentine's Day became the date for exchanging love letters and sending lovers'
__________.
a. tolls
b. tools
c. trots
d. tokens
7. St. Valentine has been regarded as the ____________ saint of lovers.
a. patrol
b. patron
c. patroness
d. patronal
8. Today's celebration of Valentine's Day _________ of a tradition that began in
the Roman Empire.
a. grew out
b. grew up
c. grew
d. grown up
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9. The cards, known as valentines, are often ____________ with hearts to
symbolize love.
a. desired
b. signed
c. derived
d. designed
10. Roses are the most common flowers given _______ this occasion.
a. on
b. in
c. after
d. under
VALENTINE'S DAY QUIZ 2
Choose the correct answer.
1. Valentine's Day is_________ on February 14th.
a. rehearsed
b. celebrated
c. held
2. This is a popular day for________ to get engaged.
a. enemies
b. spouses
c. sweethearts
3. Flowers and chocolates are_______ popular presents to give.
a. neither
b. either
c. both
4. It is also a custom to send greeting cards________ valentines.
a. called
b. named
c. labelled
5. Many cards are anonymous. This means you don't know who they
are________.
a. to
b. for
c. from
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6. People used to believe that birds met on this day to find their mate for_____.
a. winter
b. spring
c. summer
7. A modern tradition is to write a personal message in the personal_________
of a newspaper.
a. columns
b. lines
c. blocks
8. A popular________ is a Cupid carrying a bow and arrow.
a. symbol
b. sign
c. diagram
9. Sending valentines used to be more_________ than sending Christmas cards.
a. traditional
b. popular
c. prestigious
10. St. Valentine's Day is named_____________ one of two possible saints.
a. with
b. after
c. from
ICE HOCKEY RULES AND REGULATIONS
Choose the correct answer.
1. Ice hockey is played ______ six players on each team.
a. from
b. for
c. with
2. Ice hockey players are required to wear protective equipment, including a face
mask or visor for those players under 20 _____ old.
a. year
b. years
c. age
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3. ___________ the begining of a match each team plays three forwards, two
defencemen and a goalkeeper who stand in their predetermined places until the
referee drops the puck.
a. At
b. On
c. In
4. The dimensions of the ice surface are usually 90 feet _____ 200 feet.
a. by
b. from
c. times
5. The game starts _______ the puck is dropped between two forwards in the
center of the ice surface.
a. if
b. when
c. whether
6. The game allows opposing players to bodycheck _________ other.
a. an
b. each
c. one
7. The sticks ________ the players carry cannot be used to injure opposing players
and cannot be raised above the shoulders.
a. who
b. when
c. that
8. A typical game is _____________ by one referee and two linesmen.
a. officiated
b. officiating
c. officiates
9. Most people learn to skate before they ___________ playing hockey.
a. starting
b. starts
c. start
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10. There are four lines that _________ laterally across the ice surface;
one thin red line at each end of the ice along the front of the goalkeeper's
net, two blue lines approximately one third of the way towards the middle and a
red line across the center.
a. run
b. ran
c. running
11. One of the most common calls by a linesman is the offside call. This occurs
when a player crosses the opposing team's blue line before the puck ____.
a. was
b. does
c. is
12. Another common call by a linesman is icing. Icing occurs when the puck is
shot towards the opposing team's side before the center red line and crosses the
far red line without anyone touching ________.
a. them
b. there
c. it
13. A referee watches for infractions and __________ two minute penalties for,
amoung others; tripping with the stick, holding, slashing (hitting the opposing
player with the stick) or boarding (illegal bodychecking).
a. calls
b. books
c. heads
14. A hockey game is one hour __________ playing time. It is split between three twenty minute periods and a break of 10 minutes between each period to let the
players rest.
a. for
b. at
c. of
15. If the score is tied at the end of regulation time (60 minutes), ________ there
is an extra overtime period of ten minutes.
a. that
b. when
c. then
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NATURAL SIMILARITIES AND OPPOSITES
PART ONE: Introduction
in Two Poems by Joseph Ceravolo
Sometimes poets use opposite or contradictory statements to express many sides of
a feeling. After all, smooth surfaces can be dangerous (think of the flat surface of a
deep lake, for instance). Joseph Ceravolo was an American poet who often mixed
similar and opposite ideas in his verse. In the following two poems Ceravolo
suggests that natural objects that we often take for granted can be viewed as
extraordinary, even unnatural. Ceravolo looks at trees and finds they contain wild
feelings.
PART TWO: The Poems
When the First Tree Blossoms
Snow fall like April:
the icicles stick. Like April
the birds float.
It is white foam.
Like April when the first tree blossoms
and you do not know it.
Happiness in the Trees
O height dispersed and head
in sometimes joining
these sleeps. O primitive touch
between fingers and dawn
on the back
You are no more
simple than a cedar tree
whose children change
the interesting earth
and promise to shake her
before the wind blows
away from you
in the velocity of rest
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PART THREE: The Quizzes
Choose the correct answer.
Quiz 1
The following words have the SAME meaning as words from Ceravolo's two
poems. Find words in the poems which mean the SAME as these:
1. spikesofice
4. pledgeorvow speed
2. quietorsleep
5. flowers
3. uniting
6. scattered
Quiz 2
The words that follow have meanings OPPOSITE to words in the poems. Find
words in Ceravolo's two poems that have OPPOSITE meanings:
1. breakingup
4. slowness
2. sophisticated
5. unfasten
3. complicated
6. almost never
Quiz 3
Decide if the following statements are TRUE or FALSE.
1. Another way of expressing "foam" is "a mass of bubbles."
2. The words "rest" and "velocity" contain opposite ideas.
3. "Primitive" means "ugly."
4. "Joining" is like "sticking."
5. "Promise" is like "vow."
6. "Icicles" and "blossoms" are sort of opposites.
7. When the wind "blows" it "moves."
8. "Dispersed" means "united."
9. "Height" means the opposite of "tallness."
10."Sometimes" means "always."
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ANSWERS
AMERICAN CLASSROOM CUSTOMS
1. b
2. a
3. b
4. c
5. a
6. b
7. c
8. c
9. a
10. b
JOB GOALS
1. True
2. False
3. False
4. True
5. False
6. True
7. True
8. True
9. False
10. True
PERSONAL QUALITIES
1. characteristics
2. personality
3. situation
4. dependability
5. employers
6. friendliness
7. others
8. personal qualities
JOB SKILLS
5. transferable
6. writing well
7. cooking pizza
8. skills
1. skills
2. has
3. to recognize
4. abilities
JOB DUTIES
1. tasks
2. responsibilities
3. duties
4. repair
5. file clerk
6. keep books
7. job duties
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WANT ADS
6. “office” or “clerical”
7. alphabetical
8. available
9. small
10. beginning
1. messages
2. classified
3. help wanted
4. employment
5. subheadings
JOB ANNOUNCEMENTS
4. office
5. employment agencies
6. free
1. announcements
2. want ads
3. private
NETWORKING
5. helpful
6. convince
7. difficult
8. skills
1. networking
2. friends
3. anyone
4. referred to
JOB APPLICATION
6. prospective
7. fill out
8. careful
9. you
1. information
2. work experience
3. follow directions
4. how
5. statement
RESUME
6. job
7. creates
8. can
9. prospective
1. resume
2. designed
3. everyone
4. resume
5. written
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WALKING IN
1. true
2. false
3. false
4. true
5. false
6. false
INTERVIEW
1. true
2. false
3. true
4. false
5. true
6. false
7. true
8. true
9. false
A JOB INTERVIEW
1. b
2. a
3. c
4. b
5. b
6. a
7. a
8. c
CHRISTMAS STORY QUIZ
1. in a stable
2. in a manger
3. a star
4. a carpenter
5. Bethlehem
6. the shepherds
7. yes
8. gift-gold, frankincense
and myrrh
9. Herod
HALLOWEEN 1
1. c
2. a
3. b
4. a
5. c
6. a
7. b
8. b
9. a
10. c
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HALLOWEEN 2
1. a
2. c
3. e and f
4. c
5. c
6. b
HOW TO MAKE A HALLOWEEN JACK-O'-LANTERN
6. b
7. b
8. a
9. a
10. a
1. b
2. b
3. a
4. a
5. a
SANTA CLAUS
1. red
2. Rudolph
3. a sleigh
4. black
5. December 24th
6. down the chimney
7. a sack
8. a stocking
9. nothing
10. elves
SOME AMERICAN HOLIDAYS
8. Flag Day
9. Independence Day
10. Columbus Day
11. Halloween
12. Veteran’s Day
13. Thanksgiving
14. Christmas
1. New Year’s Day
2. Martin Luther King. Jr’s
Birthday
3. Lincoln’s Birthday
4. Valentine’s Day
5. Saint Patrick’s Day
6. Armed Forces Day
7. Memorial Day
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SOME BRITISH FESTIVALS AND HOLIDAYS
1. New Year’s Day
2. Shrove Tuesday (Pancake
Day)
3. Ash Wednesday
4. Valentine’s Day
5. Good Friday
6. Easter Sunday
7. April Fools Day
8. May Day
9. Whitsun
10. Trooping of the Colour
11. Halloween
12. Bonfire Night
13. Remembrance Sunday
14. Christmas
15. Boxing Day
SOME JAPANESE HOLIDAYS
8. Respect for the Aged Day
9. Autumnal Equinox Day
10. Health Sports Day
11. Culture Day
12. Veteran’s Day
13. Thanksgiving
14. Emperor’s Birthday
1. New Year’s Day
2. Adult Day
3. Commemoration of the
Founding of the Nation
4. Vernal Equinox Day
5. Green Day
6. Constitution Day
7. Children’s Day
EASY VALENTINE'S DAY QUIZ
6. cards
7. chocolate
8. happy Valentine’s day
9. no, it isn’t
10. in a newspaper
1. February
2. 14th
3. fourteenth
4. red
5. heart shape
SAINT PATRICK'S QUIZ
6. c
7. b
8. d
9. a
10. c
1. b
2. b
3. d
4. a
5. a
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EASTER QUIZ
1. b
2. d
3. c
4. b
5. a
6. c
7. d
8. b
9. a
CHRISTMAS IN DENMARK
1. b
2. c
3. b
4. a
5. d
6. a
7. c
8. c
CHRISTMAS TRADITIONS
1. a turkey
2. under the tree
3. a wreath
4. carols
5. candles
6. x’mas
7. holy
8. mistletoe
9. an advent calendar
10. crackers
EASTER
1. it is celebrated on Sunday
2. the Easter Bunny
3. the symbolize new life
4. easter baskets and gift giving
5. the rebirth of earth and man
6. they eat ham
7. it is a symbol of prosperity
8. no, they are a mixture of several beliefs
GROUNDHOG DAY QUIZ
1. a
2. b
3. a
4. c
5. a
6. b
7. a
8. a
9. b
10. b
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MEMORIAL DAY QUIZ
1. c
2. b
3. b
4. b
5. d
6. d
7. d
8. b
9. a
10. c
PRESIDENTS' DAY QUIZ – TRUE OR FALSE
1. true
2. false – President Washington and President Lincoln
3. true
4. true
5. false – it was Abraham
6. true – Washington($1), Lincoln($5)
7. false – James Madison authored it
8. false – Only President Lincoln was shot
9. true
10. false
A GREEN QUIZ FOR ST. PATRICK'S DAY
1. b
2. c
3. a
4. a
5. c
6. c
7. a
8. c
9. a
10. b
11. c
12. b
13. a
14. b
15. c
16. green peppers; okra; spinach;
lettuce; celery; cucumber;
watercress; chives
17. avocado; grapes; limes;
honeydew melon;
watermelon
18. a
19. b
20. c
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ST. PATRICK'S DAY
6. c
7. c
8. a
9. c
10. a
1. c
2. b
3. a
4. c
5. c
VALENTINE'S DAY QUIZ 1
6. d
7. b
8. a
9. d
10. a
1. c
2. a
3. c
4. c
5. b
VALENTINE'S DAY QUIZ 2
6. b
7. a
8. a
9. b
10. b
1. b
2. c
3. c
4. a
5. c
ICE HOCKEY RULES AND REGULATIONS
9. c
10. a
11. b
12. c
13. a
14. c
15. b
1. c
2. b
3. a
4. a
5. b
6. b
7. c
8. a
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NATURAL SIMILARITIES AND OPPOSITES
Quiz 1
5. velocity
6. blossoms
7. dispersed
1. icicles
2. rest
3. joining
4. promise
Quiz 2
1. joining
2. primitive
3. simple
4. velocity
5. stick
6. sometimes
Quiz 3
6. true
7. true
8. false
9. false
10. false
1. true
2. true
3. false
4. true
5. true
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СПИСОК ЛИТЕРАТУРЫ
1. Пособие по английскому языку для самостоятельной работы студентов
гуманитарных факультетов [Текст]: учеб. пособие / И. Ш. Алешина,
О. И. Ветрова, О. А. Григорьева, С. А. Данилин, Н. М. Ермоленко; под ред.
О. А. Колыхалова. – М.: Прометей, 2011. – 140 с.
2. Ерофеева, Л. А. Modern Englishin Conversation [Текст]: учеб. пособие
по современному разговорному английскому языку / Л. А. Ерофеева. –
2-е изд., стер. – М.: Флинта, 2011. – 340 с.
3. Попова, В. В. Effective Commenting On The Text [Текст]: учеб. пособие /
В. В. Попова, Е. С. Каширина. – М.: Прометей, 2011. – 48 с.
4. Иностранные языки в высшей школе [Текст]: науч. журнал / ФГБОУ ВПО
«Рязанский госуниверситет имени С. А. Есенина». – 2013. – Вып. 3 (26). –
120 с. – ISSN 2072-7607.
5. Inside Out Intermediate. Resource Pack [Text]. – Macmillan ELT, 2000. – 98 p.
6. Inside Out Pre-Intermediate. Resource Pack [Text]. – Macmillan ELT, 2000. –
98 p.
7. Penny, Ur. Five-Minute Activities [Text] / Penny Ur, Andrew Wright. –
Cambridge University Press, 1992. – 104 p.
8. Пассов, Е. И. Урок иностранного языка [Текст] / Е. И. Пассов, Н. Е. Кузовлева. – Ростов н/Д.: Феникс; М: Глосса-Пресс, 2010. – 640 с.
9. Конышева, А. В. Современные методы обучения английскому языку
[Текст] / А. В. Конышева. – Минск: Тетра Системс, 2011. – 304 с.
СПИСОК ПОЛЕЗНЫХ ЭЛЕКТРОННЫХ РЕСУРСОВ
10. Lanternfish. Jobs, Worksheets, and Flashcards for the ESL and TEFL Teacher
[Electronic resource]: site / ed.: Chris Gunn, Stephen Gordon, Cam Lirette,
Thomas Lavelle – Electron. data. – USA, 2014. – Access mode:
http://bogglesworldesl.com/picture_descriptions.htm – Title screen.
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11. English Grammar Express with John F. Hill. Grammar for English learners
[Electronic resource]: site / ed.: John F. Hill – Electron. data. – UK, 2012. –
Access mode: http://www.englishgrammarexpress.com/ – Title screen.
12. Fenglish.ru Fascinating English [Electronic resource]: site – Electron. data. –
Moscow, 2014. – Access mode: http: // fenglish.ru – Title screen. http: //www.
harcourtschool.com/activity/sentencetrail/index.html
13. Learn American English online. Think in English [Electronic resource]:
site / ed. Paul Lawrence. – Electron. data. – USA, 2013. – Access mode:
http://www.learnamericanenglishonline.com/Reading/Blue_Level_Reading/Thi
s%20is%20a%20family.html – Title screen.
14. Emily Post. Learning English from Emily Post [Electronic resource]: site / ed.:
Peter Post, Peggy Post, Daniel Post Senning. – Electron. data. – USA, 2013. –
Access mode: http://www.emilypost.com – Title screen.
15. Teachers First. Thinking Teachers Thinkers [Electronic resource]: site /
ed.: Candace Hackett Shively, Melissa Henning, Donna Benson. – Electron.
data. – USA, 2013. – Access mode: http://www.teachersfirst.com – Title screen.
16. Crazy Monkey Games. Games for English learners
[Electronic resource]:
site. – Electron. data. – USA, 2014–2014. – Access mode: http://www.
crazymonkeygames.com/ – Title screen.
17. Englishnotes. Learn English for free [Electronic resource]: site. – Electron.
data. – Moscow, 2013. – Access mode: http://www.englishnotes.ru/krossvordyna-anglijskom-yazyke/ – Title screen
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ПЕРЕЧЕНЬ САЙТОВ
С ЭЛЕМЕНТАМИ ИНТЕРАКТИВНЫХ ЗАДАНИЙ,
ПРЕДНАЗНАЧЕННЫХ ДЛЯ САМОСТОЯТЕЛЬНОГО
ИЗУЧЕНИЯ АНГЛИЙСКОГО ЯЗЫКА
http://www.correctenglish.ru/exercises/
http://www.native-english.ru/exercises
http://www.grammar.sourceword.com
http://www.study-languages-online.com/
http://puzzle-english.com
http://lingualeo.ru/
http://bogglesworldesl.com/
http://www.englishgrammarexpress.com/
http://www.slickwrite.com/
http://fenglish.ru/
http://www.harcourtschool.com/
http://www.learnamericanenglishonline.com
http://www.emilypost.com
http://www.teachersfirst.com
http://www.crazymonkeygames.com/
http://www.englishnotes.ru/
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СОДЕРЖАНИЕ
Введение……………………………………………………………………....... 3
Методические рекомендации для преподавателей по использованию
интерактивных заданий……………………………………………………...... 6
Warm-up activities…………………………………………………………........ 7
Group Activities……………………………………………………………….... 20
Educational Language Games ……………………………………………......... 65
Answers…………………………………………………………………………. 198
Список литературы……………………………………………………..…….. 207
Список полезных электронных ресурсов……………………………..….….. 207
Перечень сайтов с элементами интерактивных заданий, предназначенных для самостоятельного изучения английского языка………………….... 209
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Учебное издание
ИНОСТРАННЫЙ ЯЗЫК
(английский язык)
Сборник интерактивных
профессионально ориентированных заданий
Авторы-составители:
М. В. Межова,
С. А. Золотарева
Редактор В. А. Шамарданов
Компьютерная верстка Я. А. Кондрашовой
Подписано в печать 30.06.2014. Формат 60х841/8. Бумага офсетная.
Гарнитура «Таймс». Уч.-изд. л. 14,8. Усл. печ. л. 24,6.
Тираж 300 экз. Заказ № 56.
_______________________________________________________
Издательство КемГУКИ: 650029, г. Кемерово,
ул. Ворошилова, 19. Тел. 73-45-83.
E-mail: izdat@kemguki.ru
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